CARING
A PERSONAL PHILOSOPHY
- Ms E Carter
Building meaningful relationships—like the one I had with Ms. H—is central to my teaching philosophy. Students that feel like they will be heard are students who speak. Bullock asserts that “adults must model what they want children to become and who they want them to be,” and it is my goal to embody this principle as a reliable and effective teacher (DiAngelo, 2018). By sharing appropriate aspects of my own experiences with students, I aim to create a classroom environment where students feel secure in expressing themselves. Demonstrating a genuine interest in each student’s unique personhood aligns with NC Teaching Standard 1, which emphasizes the importance of teachers being leaders and advocates for their students.
Incorporating bell hooks’ views on intersectionality and education further shapes my teaching philosophy. hooks contends that the most impactful classrooms are those enriched by “our interest in one another, in hearing one another’s voices, in recognizing one another’s presence” (hooks, Teaching to Transgress). Embracing and respecting differences fosters a learning environment in which students and educators alike are more able to learn together. NC Teaching Standard 2 highlights the necessity of creating a supportive and productive atmosphere for all students, which includes valuing diverse perspectives through the lens of intersectionality. Recognizing that learning is a lifelong process, as suggested by various theories of intelligence encourages me to inspire students to grow beyond their initial assumptions and expectations (Hoffman, 2016). This approach also reflects the goals of NC Teaching Standard 4, which promotes the use of technology in enhancing instruction. While I have reservations about the ethical implications of AI tools, I acknowledge their potential to support learning when used responsibly. I aim to guide students in using AI as a tool to enhance their own creative work rather than as a substitute for their intellectual efforts.
Understanding and teaching media literacy is a crucial aspect of my educational philosophy, particularly in English classes where this skill begins to take shape. NC Teaching Standard 3 highlights the importance of teachers not only mastering their content but also making it relevant and interconnected with students' lives. Media literacy involves recognizing rhetorical practices and understanding various forms of communication—skills essential for discerning the reliability of information and the intentions behind it. Without these skills, students risk misinterpreting messages, falling prey to misinformation, and making uninformed decisions. By studying literature as both art and self-expression, students learn to appreciate diverse perspectives and develop empathy, which are foundational for critical thinking and informed citizenship. Through this lens, English classes become more than just a study of texts; they are a training ground for navigating and understanding the complexities of the world. This approach aligns with my commitment to fostering a classroom environment where students are equipped not only to analyze texts but to apply these analytical skills to their everyday lives, ensuring they can critically engage with and interpret the world around them.
My teaching philosophy is rooted in the belief that education is best scaffolded by teachers who are committed to building meaningful relationships, fostering an environment of empathy and respect, and equipping students with the skills they need to navigate and understand the world. I aim to create a classroom where students feel valued and empowered to express themselves, think critically, and engage deeply with class material. My commitment to these principles guides my approach to teaching, ensuring that each student not only acquires knowledge but also develops the resilience and insight to thrive beyond their school years. I am dedicated to developing and nurturing a classroom where learning is a collaborative and transformative experience, preparing students for both their academic and personal futures.