STATEMENT OF MY TEACHING PHILOSOPHY

STATEMENT OF MY TEACHING PHILOSOPHY

George Viveros

Nowadays the younger generations have come to realize that failure is an option to give up on their schooling; their personal lives when the adversities or obstacles reach an overbearing point. There are many types of students where the numerous and various aspects of lifestyles have a tremendous impact on what the future holds for them. Inner-city people growing up in the diverse world within Los Angeles have seen every form of hardships, misfortunes and harsh conditions that allow for students to renounce their school status and seek other opportunities to better their lives. As one of those types of children living in a violent world with seemingly little-to-no support from the school system, let alone the family. I found a way to survive and mature myself to better myself, not on the streets, but in the classroom. I was not the greatest student, but seeing that my choices in life were either prison or death, I furthered my education and sought out assistance. I did not exactly make the transition as smooth as I expected or anticipated; however, my pursuit did not end because of an adversity or obstacle.

I have had many travels and experiences in my days, but the most rewarding one has been with my education. I am forty-one and have been out of school for quite some time. After graduating from high school, I went through ordeals that eventually put me into the military. I ended up serving for over fifteen years before being too disabled to continue my duties any further. As a member of the Armed Forces, I took those beliefs and standards and applied them to a more prosperous outcome. I become highly skilled in the medical and supervisory fields that permitted me to gain the expertise to generate those that were in my management to increase their training and abilities to function as a unit. I was an educator, trainer, and administrator for years, in and out of the military, while working for different types of students. I worked with the challenging and difficult students for most schools and took the position to better myself; however, the benefits were not aimed for me entirely, but geared more for the kids who did not see the light at the end of the tunnel or just plain gave up on life and family.

With teaching, especially in the special education field, I seek to gain and retain valuable knowledge that will enhance my skills to give back to students and help those that may not have the skills to do so on their own. I am the oldest of ten and have been brought up and raised at home and in the military to take care of others before myself, and I will not let the fight go undone or not have them unprepared to battle. I am one to make many sacrifices and deviations from my own wants and needs, but it is for a better purpose. I have traveled to almost forty countries and all but five of the United States; through my experiences, I have seen different types of people with culture, languages, customs, religions, traditions, health conditions, etc. I am one that loves to learn and seek more knowledge, not at the expense of anyone, but for the betterment of them all. Special Education is a very serious matter and it takes a very strong-willed and encouraging person to handle and maintain their discipline to encounter this subject and endure the process and outcomes.

As an educator, I am firm, but fair in my approach in an equal and consistent foundation. In my style I utilize the lecture method in several ways that are applicable to all students; furthermore, I do not limit my lectures to the mere conveying of the vocabulary, concepts, or areas of instruction. I tend to manifest my tactics that can be comprehended and retained for the practical, listener, and verbal styles of students. In such I bring into play handouts with written format and illustrations; go over the process in each technique with students participating in group and individual presentations. I have had experiences that have my proficient and sufficient capabilities apply my teaching to all students while adapting and compensating for any discrepancies or disabilities (i.e. reading, comprehension, didactic, writing, or application skills). The seriousness of the students that I have taught showed how their personal attitudes and lifestyles played an intricate part of how, when, and if they would continue or excel in their schooling. In reaching these students, it took several adopted behavior and habit changes to generate the confidence and self-esteem that they needed to be successful.

In the classroom, the most important aspect is the classroom management, but to ensure that these students took part or contributed to their efforts, the process of walking around double-checking their work and developing problem-solving competence. The work may have been a struggle for them, but when I went over the assignment or instruction, I also had review or tutoring sessions before taking an exam. Those that failed or did not meet the standards were re-trained and then re-tested. In this fashion, the testing did not have to be the written design because those with language barriers or lack of learning styles received an alternative choice, such as verbal expression or hands-on exercise.

Today’s children and students seem to want the glory, but not the story. Spoon-feeding is the more positive manner of learning and getting the grade. As a well respected and commanding instructor, the students must earn their grades. I do not give out grades; the students get the score based on the results of their efforts. I apply the concept of what you put in is what you get out. Students not only need to feel confident about they do, but also have their direction implemented positively from their inner-self. As one who has overcome many trials and tribulations, I do not want these or any students to go through the paths that I have endured; additionally, if that trail has been taken, it is my personal and professional obligation to get them back on the correct track towards a successful and meaningful future. I feel that it is better to be pro active with my methods because these students tend to find out things the hard way. This is why I am truly dedicated and committed to teach in and out of the classroom.

Improving Reading Comprehension

In my experience(s) with teaching and attempting to improve reading comprehension, I have noticed and observed that the main focus is not only the student’s abilities or capabilities, but also the interest in the text/material. Students who have difficulties reading will also have a negative impact of their comprehension skills.As a practice, I have implemented the use of graphic novels or other young adult literature to enhance the readings and grasping the text’s design.

As an example, I used a text that was designed to research interpersonal and social issues with a text that had variations of graphics and short readings. My plan was to have the students research the purpose of the graphic design, describe areas of concern for each character, identify culture/diversity, understanding the roles within a society and family, and to define symbolism/nature in the reading. This was of high interest to the students because they were intrigued to not have to read just the mere words of a similar size text. As the students performed each objective and task, they were guided to work individually and as groups. This process promoted their comprehension of the text with basic knowledge of the topics at-hand (i.e. friendship, personality traits, minorities, artistic style, violence, gender roles, settings, and design work).

Continuing along with the process and activities, the students would conduct written and verbal reflections of certain areas (using the K-W-L format). As part of the class, it seemed that the atmosphere and interest was more positive while learning new skills and learning new ideals/perspectives from their respective classmates. The students enjoyed their time within the school semester doing these readings. Not every student has the same understanding or disabilities, but coordinating students individually and as groups increased the knowledge base and comprehension levels, such as those that were one or two reading levels behind, would be teamed up with those that were on the average level or those that were one grade level ahead. One key point was to incorporate accountability to each student as individuals and for the group projects. Another key point was to establish personal responsibility for the student as well as myself because giving the students too much work will overload their abilities, capacities, and the loss of interest.

I believe that having the students participate in various forms made them more accountable for what the responsibilities called for. Having them work at home (homework, essays, Internet research) gave them more insight to the projects because they felt it was more hands-on than just a reading assignment. The inclusion of class questions, quizzes, and discussions also provided an increased level of reading more texts and other materials. The students wanted to look up more with their own personal life, ethnic, and culture backgrounds. In seeing what I have done in the past, I would recommend this process because not only does it match the basic concepts of the chapter (19), but visual aids present an interest increase with better involvement; using visual learning will enhance reading comprehension as students are given essential elements to combat reading problems. Utilizing the tactics and practices gives the teacher a higher means of measurement for student strengths and weaknesses in their assessments and their future work for those with learning and reading problems.

Blog #6: Writing & Grading

In the concept of grading, there is a misconception that the importance of a designed or specified letter grade or number (percentage) score is the end result of what the students participate with their assigned work. On the contrary, the main basis for grading that I have performed in the past has involved the writing portion (i.e. reflections or essays) and conduct class summarizations of how each individual did, as well as categorize the finished products with the best on top and the least prolific at the bottom.

As a secondary measure, I tested students (or in this case soldiers) with the didactic learning of the instruction. When there was a weakness of the task at-hand, I would give a negative response (i.e. “no-go”), but would allow them to re-try the event after returning to the end of the line. If the soldier were to fail the attempt on a second or third tries, then I would retrain or re-teach the soldier with remedial peer work. The soldier would then come back and get re-evaluated to see if they conducted a successful performance with either a pass or fail.

Giving these soldiers a score or letter grade would not be sufficient for the battle field when the task would become life-threatening actions. These soldiers would have to act and re-act on certain scenarios and situations, thus the pass or fail grading system. Testing, re-testing, and offering remedial training on a repetitive aspect only ensures that each individual would perform accordingly, as well as work in unified manner with their respective teams.

Blog 5: Learning/Teaching Styles...

Looking at how educators may have their simple plans and actions to teach their students or employers with their staff, it may appear as cut and dry with the efforts. However, not all students and staff members comprehend and learn the same. Seeing that I am not teaching (yet), I am unable to get students to take the exercises, but I did have a few family members participate with it and input their own reflections on it. Each person’s results showed the variances between skills, but did express the ideal concept that each one were to learn from their specific skill. There were those that said that they were only geared to a certain learning style; whereas, others claimed they would have no issue with trying or attempting to learn a new skill, but with much more practice and instruction. This has been the case in my previous teaching experiences because as a well diversified and well-rounded type of teacher, I am able to adapt to all styles. I cannot say, honestly, that I am the perfect instructor, but I have come to learn that being stuck in your ways of teaching to various and numerous types of learning styles will only hinder your students (or staff) or have them with limitations that prevent growth or learning capacities. Being a teacher does not mean to just read and have the students say “ok” or give them the assignment and expect them all to have it done to the standards, or even exceed them. Taking the time to adjust and modify your implemented teaching style will have a greater impact of all of the students. Even when there are students that may have problems or difficulties, the style can be adjusted again to see another approach for success, for you and the student; whereas, if the style may seem pointless or too easy for others, then the style can be augmented to heighten the teaching and learning styles altogether. What makes these ideas much more meaningful is the fact that when the need to learn and the want to teach all match, then the desire to learn becomes second-nature. It is not justifiable to manifest a simplistic or generic agenda for the students; furthermore, it is similarly unfair to ask the students to gather and process this type of information and other activities in the same manner. Teaching is for the students, but identifying how to reach the entire class is much more satisfactory compared to concentrating on those that excel or those that are falling behind and struggling.