Teaching Philosophy

            In order for children to receive the highest, most impacting education, I believe educators must exemplify an extraordinary sense of self, and empower students as whole, human, learners. Abraham Maslow “believed that humans have an inborn need for self-actualization, or making the most of oneself” (Sternberg & Williams, 2010, p. 361). For educators, once the self is realized, the journey towards motivating ensues, igniting an intrinsic knowledge and passion to learn within each and every student. This theory guides my teaching in how I engage with students, relate to their experiences, and provide opportunities for them to explore (mentally, physically, emotionally, and socially). If I want my students to become the best they can be, I must teach from a place of awareness, keeping in mind that expression is a treasured form of intelligence, and the art of communication is of utmost value.

            Intelligence comes in many shapes. If educators are to make greater strides in their teaching, and see greater results in their students' abilities to explore, understand, and contribute to the world, I posit that every educator meets every intelligence with a diversified rigor. Howard Gardner's theory of “multiple intelligences” recognizes musical and bodily-kinesthetic intelligences within his eight proposed (Sternberg & Williams, 2010, p. 128). These two intelligences are prominent in my classroom teaching and work in conjunction with an arts integrated and constructivist approach.

            Arts integration is what encompasses and drives my educational philosophy. Stott expressed that this way of educating “makes explicit connections between carefully designed arts activities and traditional subject matter to enhance learning outcomes in both spheres” (as cited in Scheinfeld, Armaroli, & Hilligoss, 2004, p.3). Approaching subjects through various lenses enables my teaching to inspire rather than just inform students about the many subjects in school. Arts as the foundation from which life, and education as a reflection of this life, transpires, captures my teaching philosophy, as does the theory of constructivism.

            Compelled by constructivism, and versed in arts integration, my approach encourages self-reflection, critical thinking, and creativity. Saraniero (n.d.) identifies this wonderful parallel: “Arts education lends itself very naturally to constructivism, and constructivist learning is described much like arts learning” (Arts = constructivism section). Artistic forms of expression, seen in my methods as dance, theatre, and yoga, allow for students to find their voice, whether physical, mental, emotional, or social, thus becoming attuned to the importance of communication.

            Effective communication is a necessity in the education field. Vygotsky underlined that “learning takes place through the interactions students have with their peers, teachers, and other experts” (as cited in Neff, n.d., “Lev Vygotsky and Social Learning Theories”). Developing minds not only seek interaction but participation. Lave and Wenger believed that “learning as increasing participation in communities of practice concerns the whole person acting in the world” (as cited in Smith, 1999, “The social/situational orientation to learning”). When engaging in the art of communication, students can be themselves, understand their unique abilities as human beings, and discover for themselves their very important role in this world. As I hone my craft, I aim to guide, protect, and nurture students' minds, bodies, and hearts through valuable whole human practices.

References:

Neff, L. S. (n.d.). Lev Vygotsky and Social Learning Theories. Retrieved from

            http://jan.ucc.nau.edu/lsn/educator/edtech/learningtheorieswebsite/vygotsky.htm

Saraniero, P. (n.d.). Constructivism: Actively building arts education. Retrieved from https://artsedge.kennedy-

           center.org/educators/how-to/from-theory-to-practice/constructivism

Scheinfeld, D. R., Armaroli, B., & Hilligoss, E. (2004). Arts integration in the classroom: Reflections on theory and application. Applied

            Research in Child Development (Issue 5). Retrieved from http://www.erikson.edu/wp-content/uploads/arcd52004.pdf  

Smith, M. K. (1999). The social/situational orientation to learning. Retrieved from http://infed.org/mobi/the-socialsituational-

            orientation-to-learning/

Sternberg, R., & Williams, W. (2010). Educational Psychology (2nd ed.). Upper Saddle River, NJ: Pearson Education Inc.