My core beliefs have not changed much since I've started teaching. From my teaching philosophy and its previous iterations, it's clear that I've always been a strong advocate of education as a vehicle of critical thought and transformation. I believe in guiding rather than telling, and at the end of the day, I want students to leave the classroom as better humans, rather than just smarter ones. 

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My behaviour, however, has changed significantly. I came into teaching with a lot of idealism, and a heavy focus on my overall goals for the students. By my final internship, I learned how to marry that idealism with practice-based classroom management techniques that set the groundwork I need to help students achieve the goals I've set for them. Previously, I hoped to moderate student behaviour with a more intrinsically-motivated approach, in which I have students think critically about their own behaviour and what they will achieve with it. While I still agree with this in principle, I note that there are some students who take longer to understand the consequences of behaviour than others, and a few who are genuinely fine with their actions. In that time, other students who are behaving acceptably feel frustrated as the class is derailed, which isn't fair to them.

 

I've transitioned to a different approach, in which I spell out the consequences of certain actions to students, and then give them as needed. I make it clear that students still have the choice to think about their actions, but a bit of extrinsic motivation comes into the discussion— students typically want to avoid negative consequences and amass positive ones, so those who are not convinced by intrinsic motivation may be more likely to make choices that are more conducive to learning in class.

 

I also see the importance of routine in the classroom more clearly than I did before my second placement, especially when working with younger grades. Students feel comfortable and safe when they can anticipate what they'll be doing, and can prepare themselves accordingly. Writing a to-do list on the board, doing a quiet homework check, and completing other daily activities can take up time in a limited period, but goes a long way in terms of making students comfortable and putting them in the mindset of English class.

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Another idea that has brought itself to the forefront of my mind during my third field experience and solidified during my fourth is the idea that students boredom can be mitigated if I mitigate my own boredom first. I do not like one-dimensional, question-and-answer instruction, and can admittedly be as passionless as the students when teaching that way. I always insist on doing at least one interesting thing per period— whether it's teaching with a funny anecdote, playing a game, or even something simple like greeting the students in a new way. I think that if students can leave class with one good memory, it has a heavy impact on the attitude they'll have coming into the next English class. Moreover, if they see that I'm active and engaged, my questions and activities feel less like me "just doing my job" and will be more recognizable as a genuine desire to engage them in the subject.

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