Professional Documents
Culture Documents
By Allison J. Erickson
Teacher
Anchorage School District
4/10/2016
Introduction
My philosophy of teaching and learning is informed from my experience as a classroom
teacher, my studies as a teacher candidate, my role as a coach and mentor, my career as a
biologist, and my experience as a parent. It is through these experiences that I have developed a
teaching philosophy that is supported by three foundational tenets:
1. I will respect and honor every student
2. I will expect achievement
3. I will provide meaningful and intentional instruction
4. I will teach and practice life-long learning.
In support of these goals, this document is developed to articulate my personal philosophy of
teaching and learning, and the theories upon which it is based.
my students in their learning journey. This involves addressing students in relevant context that
aligns with their developmental stages. Jean Piagets work provides a foundation in
understanding how children construct their knowledge of the world around them. I apply these
concepts in the development and delivery of my lessons.
Each of my students is a unique individual, and each class has its own unique
experience. I believe that it is important to capitalize on the diverse contribution that my
students bring to the classroom. In alignment with the Alaska Content for Culturally Responsive
Educators (Standard E) and the Guidelines for Preparing Culturally Responsive Teachers in
Alaskas Schools (Standard 6), I teach my students to value diversity through thoughtful
interaction with the perspectives and practices of their peers and their community. Through
socially inclusive content, classroom collaboration, and community involvement, I support my
students as they build a strong sense of self-worth and confidence.
Instruction
Of great import to my philosophy is to build active learners who have the skills to
question the world around them. Our 21st century students have a myriad of facts literally at
their fingertips. My goal is to teach students how to find them, interpret them, and communicate
what they mean in a broader context. I strive to provide a classroom environment where students
are empowered to question, explore, and find new ways to think about old questions. Reinforcing
these learning strategies will support development of the skills my students need to succeed both
in school and in their post-graduation lives. My tools to accomplish this objective are the content
standards, integrated curriculum, thoughtful organization, and engaging classroom management.
I strive for active construction of meaning in the subjects I teach so that students gain a
more in-depth understanding of the material (Wilson and Peterson, 2006). Encouraging students
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with the opportunity to demonstrate their learning over time (Burke, 2009), I can develop an
overall picture of student achievement.
Conclusion
I teach not only to have a positive and memorable influence on my students. I teach
because I truly believe in the power of the individual as well as the power of the collective, and
that a robust education is critical in enhancing the lives of my students. My goal is that students
will leave my classroom with a strong sense of self, an appreciation for diversity, and a genuine
belief that they can make a contribution to society both now and in the future. Whether they
aspire to be an Astronaut, a Taxi Driver, or Stay-at-Home Dad, they will all have influence in the
world around them. My goal is to empower them to grow into thoughtful and informed adults
who strive to positively influence the world around them.
REFERENCES
Alaska State Board of Education and Early Development (2006). Alaska content standards:
content and performance standards for Alaska students.
Assembly of Alaska Native Educators (1998). Alaska standards for culturally responsive
schools.
Burke, K. (2009). How to assess authentic learning. Thousand Oaks, CA: Corwin.
Caine, Renate Nummela, & Caine, Geoffrey (1991). Making connections: teaching and the
human brain. Association for Supervisions and Curriculum Development. Alexandria,
VA
Gronlund, N.E., and Waugh, C.K., (2009). Assessment of student achievement. Upper Saddle
River, NJ: Pearson.
Perrone, V. (1991). A letter to teachers: reflections on schooling and the art of teaching. San
Francisco: Jossey-Bass.
Prensky, M, (2013) Our Brains Extended [Electronic version]. Educational Leadership, 70(6).
22-27.
Tomlinson, Carol Ann. (2007-08, December/January) Learning to Love Assessment.
Informative Assessment. 65(4). 8-13.
Wilson, S.M. & Peterson, P.L. (2006). Theories of Learning and Teaching: What Do They Mean
for Educators, National Education Association