SEL / Teaching Philosophy Statement
I
Unit: Art
Theme: Teaching Philosophy Statement
Introduction
Effective Social & Emotional Learning (SEL) approaches often incorporate four elements represented by the acronym SAFE: sequenced, active, focused, explicit. These elements correlate with the ideas that make a classroom safe and creative. Today we will take those ideas into consideration when articulating your teaching philosophy statement.
II
Learning Objectives
- Understand what makes a learning process task oriented or relationship oriented
- Explain the meaning of the teaching philosophy statement
- Gain an awareness of the role the teaching philosophy statement has in education
- Experience how the Teaching philosophy works in a real classroom environment
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Main Lesson
1
Task Oriented vs. Relationship Oriented
The Sweet Spot
Finding the Balance
2
Social & Emotional Learning
Effective SEL approaches often incorporate four elements represented by the acronym SAFE:
- SEQUENCED: Connected and coordinated activities to foster skills development
- ACTIVE: Employing active forms of learning to help students strengthen new skills
- FOCUSED: Dedicated time and attention to developing personal and social skills
- EXPLICIT: Targeting specific social and emotional skills
3
Using the SEL approaches (above) as a reference, match the elements represented by the acronym SAFE with the safe tips (we covered last class) that apply.
LINK: 20 Tips for Creating a Safe Learning Environment
https://www.edutopia.org/blog/20-tips-create-safe-learning-environment-rebecca-alber
Teaching Philosophy
Notes
- finding the balance between prioritizing yourself and prioritizing the class you are a part of.
-discovering who you are as a teacher and what your internal values are vs. your external values
-make sure to be honest with what your identity is as a teacher
-how much time and thought you put into your meaning as a teacher
-needs to be very personal
-be aware of who your audience is and what you are trying to portray
- delving into all of your reasonings that you want to teach and who you want to teach to
-what specific subjects align with my teaching interests and how to I want to demonstrate to my class
QUESTION 1
Task Oriented Arts Education vs. Relationship Oriented Arts Learning
Question 2
What makes a learning process task oriented or relationship oriented is the intention of the teacher. Explain.
IV
A Note to Remember
The teaching philosophy is a written statement of the educator's general personal views on teaching. The philosophy statement often attempts to express what methods of teaching the teacher practices.
V
Case Study
Frank Avella, the narrator in the video below, is a Google Certified Trainer, and a Master Teacher in K-12
Mathematics, Biology, Chemistry, and various Test Prep Courses. Avella
has lots of experience in the field of education as both a teacher
and an instructional trainer. He conducts professional development
training all throughout the United States. Some of Avellas's training
includes G-Suite, classroom management, the flipped classroom, and more.
Teachings in Education, the platform hosting Avella's videos, offers training, professional development, and researched-based strategies for educators.
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Activity 1
VII
Glossary
VAKT Learning Styles Model: Developed by psychologists in the 1920s to classify the most common ways that people learn, the VAKT model, invites teachers to design instruction for the visual, auditory, kinethetic and tactual learner.
task-oriented: In task-oriented cultures, such as Australia, Germany, the Netherlands, and the U.S., the primary means of achieving one's goals is through skillfully managing tasks and time. A "good" or successful person is one who "gets the job done" efficiently. Decision-making is often the responsibility of an individual, depending on the person's rank, track record, level of specialization, etc.
relationship-oriented: Relationship-oriented cultures organize goal achievement somewhat differently. These include most of Latin America, eastern and southern Europe, Africa and the Middle East, and nearly all of Asia. In this type of system, the group to which a person belongs is a crucial part of that person's identity and goals are accomplished via relationships. Decisions tend to be made either top-down or only after broad consensus is reached. I
proxemics: As just one aspect of nonverbal communication, this term refers to how far apart do we stand. It can be defined as how personal space is maintained as a function of one’s culture.
teaching philosophy: The teaching philosophy is a written statement of the educator's general personal views on teaching. The philosophy statement often attempts to express what methods of teaching the teacher practices.
Social and Emotional Learning (SEL) approaches: SEL approaches often incorporate four elements represented by the acronym SAFE: SEQUENCED ( Connected and coordinated activities to foster skills development), ACTIVE( Employing active forms of learning to help students strengthen new skills), FOCUSED (Dedicated time and attention to developing personal and social skills), and EXPLICIT (Targeting specific social and emotional skills).
VIII
Journaling
IX
Sources
Fran Avella. https://www.udemy.com/user/frank-avella/
Teaching Philosophy Examples. https://www.youtube.com/watch?v=TZHPl2SaFGA
Marc Berger. https://marcbergerportfolio.wordpress.com/teaching-philosophy/
Task Orientation vs. Relationship Orientation https://www.watershedassociates.com/learning-center-item/task-orientation-vs-relationship-orientation.html
VAK Learning Styles. https://www.mindtools.com/ak6cyjn/vak-learning-styles
Proxemics 101: Understanding Personal Space Across Cultureshttps://thereader.mitpress.mit.edu/understanding-personal-space-proxemics/
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X
Students' Work
Olivia Conti, Natasha Pokrajac, Antonio Jimenez, and Edua Atu
Applying SEL to Tips for a Safe and Creative Classroom
Art and music feed the soul. This can offer the students an active break that they need, this also can be used for sequence because this introduces social skills they need every day.
Teaching Philosophy Statements
The reason why we teach is to create a safe space for students to learn
and exchange ideas with one another. I want to give them the confidence
to go out and be curious about the people and things that surround them.
We execute this by teaching them problem-solving skills, social skills,
and other items outlined in our curriculum. In order to teach these
skills effectively we encourage students in their thought processes and
create active engagement opportunities for them. We are able to measure
the use of these teaching methods by assessing how the students react to
our teaching methods and communicating with them on areas where they
believe we can improve on the most.
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Renzo Gonzalez, Caro Garcia, Hannah Scherer
Applying SEL to Tips for a Safe and Creative Classroom
To the safety tip "Community building all year long," we would apply the Sequenced element which influences group work allowing collaboration, flowing into lesson. The Active element would give students the space to be able to socialize with others and move freely throughout the classroom. The Focus element would ensure that students are on task while collaborating and making connections within the classroom. The Explicit element would give direct instructions without being too rigid to ensure students have the space to collaborate.
Teaching Philosophy Statements
Nour Abduljawad, Alejandro Barriga, Nicole Tortora, Nick Robert
Applying SEL to Tips for a Safe and Creative Classroom
We chose "Reading with your students" as our main tip to create a safe classroom. When applying the different elements of SEL to our tip, we agreed on the following:
Sequenced :- Everyone is coordinated and doing a task together.
Active:- The act of reading helps with vocabulary enhancement, and language acquisition.
Focused:- They are dedicating their time and effort together to read and improve their languages.
Explicit :- The class is doing something together as a group, which can enhance social and communication skills
Teaching Philosophy Statements
We teach to guide the next generation,to encourage learning in and out of the classroom, to be a mentor and a role model, to help students respect one another this would help students communicate clearly and give them confidence to be creative and question more. Finally to encourage a safe environment where students can bring themselves as they are without judgment.We teach Knowledge, Life skills, critical thinking, social skills, communication skills, class materials, sciences, We teach collaboratively by engaging students, encouraging questions, using different learning styles and using technology. We measure our effectiveness based off the relationships the students make with each other, their ability to ask questions, and their ability to respect one another.
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Applying SEL to Tips for a Safe and Creative Classroom
Our tip to create a safe learning environment was "Keep the vibes good." Thus, we use the following elements of SEL to apply our tip in a sequenced, active, focused and explicit way. See bellow our explanation:
Sequenced
Including games, group projects, making it fun in the classroom, more activities
Active
Encouraging collaboration, embracing wrong answers
Focuses
Getting to know your students, creating a connection with them
Explicit
Encouraging friendships, classroom with good vibes makes a student comfortable
Teaching Philosophy Statements
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Applying SEL to Tips for a Safe and Creative Classroom
Our tip to create a safe and creative classroom was "Modeling Vulnerability." We applied the elements of SEL to methodologize it. Therefore, we would model vulnerability by making it "sequenced," meaning that it continues to happen in certain part of the lessons and you can build off of it with more thoughtful ideas concerning the topic. The "active" element would give them an active role in the conversation where they can engage. The focused element would allow for a time where their feelings are what is talked about and its just a time for them to talk. Finally, the "explicit" element would be applied through teaching by saying, "this is what my feelings are and that is okay."
Teaching Philosophy Statements
Applying SEL to Tips for a Safe and Creative Classroom
3 tips to creating a safe learning environment that resonate with us are:
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Have non-negotiables: Non-negotiables can be used in a positive force through the use of boundaries. This is done to protect the teacher as well as the student.
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Post student work: Students look to teachers for an array of reasons but by posting student work teachers instill a higher level of confidence amongst students.
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Offer options: Due to the fact not all students learn in the same way, by offering options you are creating equity within the classroom. An example of this being offering stations and allowing students to choose the activity and or work they find the most interesting while still achieving learning outcomes. This would require teacher’s involvement to encourage students to share their own strengths and understandings in the course with their peers.
Teaching Philosophy Statement
As a group we discussed the two leading reasons behind our want to teach is a passion for learning. We feel that the most important thing we are teaching is life
Passion for learning
Life skills
Problem solving
Methodology of leaning
With each individual student in mind
Reflective practice and communication with students
Besides the traditional exam system, how familiar the students are with their peers and how satisfied they are with the classroom atmosphere
Applying SEL to Tips for a Safe and Creative Classroom
Our three tips to creating a safe learning environment after being thought through the SEL's elements are:
1. Build Community All Year long
S- connects the students to each other
A- allows the students to connect with each other and make new relationships
F- dedicates attention to each other
E- creating/strengthening the emotional skill and connections students have with each other
2. Give kids a chance to problem solve on their own
S- coordinates the activity for them to foster skills of problem solving
A- strengthen new skills
F- putting attention into developing problem solving skills
E- targets social skills because they can ask for help
3. sit with your students
S- makes teacher and students feel connected
A- involved with the teacher, learn how to interact with adults
F- dedicated time towards the students experience
E- enhances social skills and allows for the students to experience socialization
Teaching Philosophy Statement
We teach to spread knowledge and impact the future generations.We teach communication and social skills, to enhance ability to problem solve and to set them up for future experiences. We create collaborative environments and provide real life examples. We measure our effectiveness through the tasks that the students have to complete after and outside of the classroom. We measure students' progress during class time enough as another way the students can understand the material.
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Applying SEL to Tips for a Safe and Creative Classroom
Our three tips to creating a safe learning environment after applying the SEL's elements are:
- Sequential-Have Non-Negotiables because it is good to have a routine
- Active-Circulate because it's good to move around
- Focused-Read with Your Students so everyone can focus on one thing
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Explicit-Have Non-Negotiables/ Follow Through with Consequences because you need to explicitly say what is and is not allowed
Teaching Philosophy Statements
We encourage lifelong learning because we want to acquire knowledge even past the classroom. We encourage problem-solving in and out of the classroom, and when our students encounter a problem in real life, they are ready to be creative on how to solve the problem. We actively engage our students, by keeping our students engaged as well as excited about learning. We want to communicate with students and parents about their progress. We can make it safe by encouraging our students to be creative and collaborative with other students. We want to keep our class active so we can help tour students grow in both task and relationship-style learning.
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