My teaching philosophy is founded on recognizing that each student is a unique individual deserving of an enriching learning environment that fosters growth across physical, mental, and emotional dimensions. While embracing uncomfortable topics in the classroom for deeper understanding and personal development. Each student should experience equity in the classroom because a one-size-fits-all approach does not work.
One of the biggest things about education is that each student is an individual. There are many different learning styles and accommodations that students need. Gregory states that “one size doesn’t fit all” (Gregory, para 2), which highlights the need for equity in school. Applying this concept means assessments and learning should be customized to individual learning styles and strengths, fostering an environment where every student has the tools they need to succeed. Furthermore, Gregory states that “learners cannot be placed through the same education hoops” (Gregory, para 1). I believe that personalized learning and assessments should be implemented to cater to each student’s strengths, skills, needs and interests. Creating personalized learning plans and assessments that evolve and adapt to student’s “needs, interests, and abilities” (Zmuda et al., 2015, P.7) “promote[s] both independence and dependability; and to enhance the student’s social skills and sense of responsibility toward others” (Zmuda et al., 2015, P.7).
Furthermore, I believe the classroom should be a safe space for all students. To create a safe space, we as teachers must acknowledge that “anti-racist work is never completely finished, nor does it always look the same” (Pitts, para 3). I believe creating an environment where everyone feels seen and accepted is my job. Anti-racist pedagogies are essential to make sure all students feel seen. Another thing I would like my students to understand is that “we are all treaty people” (Office of the Treaty Commissioner, para 4). Constantly examining the readings and course material ensures that all students feel safe in my classroom. It is also essential to create a safe environment by including gender-friendly pedagogies. Wells states, “unfortunately, prejudice, discrimination, stigma, and fear all contribute to youth feeling they have to hide or deny who they are” (Wells, para 6). Including gender-friendly pedagogies also creates a safe environment for all students. For example, Benchetrit states that “having the flag flown isn’t just a symbol that we don’t hate you, it’s also, ‘we will support you and we’re going to help you where we can” (Benchetrit, para 11). I believe that gestures like this create a safe space for students. I believe that having representation in my material and resources will make students feel safer in my classroom. I believe that creating this safe space also leaves space to talk about these topics; some students will show prejudice. Having an inclusive classroom makes us understand that it is ok to have uncomfortable conversations as long as they are respectful. Having these conversations as a class will help eliminate biases.
My teaching manifesto is rooted in the fundamental belief that every student is a unique individual deserving of an inclusive and nurturing learning environment. Throughout my teaching career, I have strived to uphold this philosophy by embracing personalized learning approaches that cater to each student’s diverse needs, strengths, and interests. Moreover, I am deeply committed to fostering a safe and supportive classroom environment where every student feels seen, accepted, and valued. By integrating anti-racist pedagogies and gender-friendly practices, I aim to create a space where students can engage in meaningful discussions about uncomfortable topics with respect and empathy. My goals as a teacher extend beyond academic achievement to developing genuine relationships with my students. By recognizing and celebrating each student’s individuality, I aspire to build trust and rapport that fosters a collaborative and supportive learning community.
Work cited
“About the Treaties.” Office of the Treaty Commissioner.
“After a Controversial Vote on Pride Flags in Ontario, LGBTQ+ Students Reflect on Their Meaning | CBC News.” CBCnews, CBC/Radio Canada, 2023.
Gregory, G. Differentiated Instructional Strategies: One Size Doesn’t Fit All, SAGE publications, 2013.
Pitts, J. What Anti-Racism Really Means for Educators, Learning For Justice, 2020.
Wells, Kristopher. “Eight Common Myths and Misconceptions about LGBTQ2 Youth.” EdCan Network.
Zmuda, Allison, et al. Learning Personalized: The Evolution of the Contemporary Classroom. Jossey-Bass, 2015.