My Learning Philosophy

As a student, I experienced two very different approaches to learning. Early on, I often had to sit and listen while memorizing facts, like my times tables, without really understanding their meaning. This method made it hard for me to remember things long-term, to this day there are still some tables I struggle to remember. On the other hand, I once had the opportunity to choose a research project on any topic I was interested in and decide how to present it—whether through a song, a game, or a presentation. I chose Ancient Egypt and, because I was actively involved and had ownership over my learning, I can still remember random information about Ancient Egypt today. I specifically remember my teacher saying it was some of the best work she had seen in years. These kinds of experiences taught me the importance of giving students freedom, responsibility, and opportunities to be creative in their learning. It’s something I want to emphasize in my own classroom, as I believe that fostering creativity and providing choices helps students engage more deeply and produce their best work.

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In my classroom, I am dedicated to creating a safe, inclusive, and supportive environment where every student feels valued and respected. I strongly believe that giving students ownership and freedom is crucial for their growth. Each child deserves the opportunity to express their creativity and individuality, and by fostering this freedom, I aim to build their confidence and instill a lifelong love for learning. Encouraging self-expression and a sense of belonging is at the heart of my teaching philosophy, as I believe it empowers students to engage deeply and thrive academically and personally.​ As I advance through the ADL program and gain firsthand experience with the COVA approach, I recognize the need for a significant shift towards these innovative teaching methods. The COVA approach aligns closely with my teaching philosophy, emphasizing student choice, ownership, and authentic learning experiences. As the world evolves and becomes increasingly driven by forward-thinking and innovation, it is crucial that we equip our students to become thinkers and leaders in this ever-changing environment. Embracing these methods will better prepare them for the future they will encounter.

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The main difference between teaching philosophy and learning philosophy is that teaching philosophy focuses on the teacher's role and how information is delivered, while learning philosophy is about how people learn best and what methods support that. Despite this difference, they work together to shape a successful classroom. Teaching philosophy helps manage the learning environment, and learning philosophy guides how to engage and support students effectively. Together, they ensure effective teaching and learning practices.

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After exploring the different learning theories, I believe I am most aligned with the Constructivist learning theory. This theory states that knowledge is a building process where each new concept builds upon previous ones, enabling students to make their own connections and understand the content more deeply. As noted in an article published by Western Governors University, "Students take pieces and put them together in their own unique way" (WGU, 2024). This theory also notes that learning is an active process, in order for students to effectively grasp new information, they must apply it through hands-on experiences. Constructivist also describe learning as a social activity which is directly connected to others such as peers, teachers, family, etc. My views align with the Constructivist learning theory because I believe that knowledge builds on what students already know and that learning is an active process. Students need hands-on experiences to truly understand new information. By engaging with the material and making their own connections, they deepen their understanding.

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Social constructivism, a theory developed by Lev Vygotsky, emphasizes the collaborative nature of learning (GSI Berkeley, n.d.). Vygotsky argued that learning is deeply rooted in social contexts and that knowledge is gained through interactions with others. According to his theory, students build their understanding by engaging in dialogue, collaborating with peers, and receiving guidance from more knowledgeable individuals. ​As a bilingual teacher, I find that collaboration is especially crucial in my classroom. My students gain much of their language acquisition not from my instruction but from interacting and learning from each other while my role is then shifted to facilitator.