My teaching philosophy is constructed on curiosity and collaborative community which is critical to a science classroom.  Curiosity is the desire to know and understand; it is a skill that can be applied to any interaction but must be cultivated with practice and application.  A collaborative community consists of recognition and relationships between all parties; a sense of belonging is critical for those involved.  I adhere to the premise communicated in The Prophet by Kahlil Gibran (1923), “No man can reveal to you aught but that which already lies half asleep in the dawning of your knowledge;” I believe that students have the capacity to learn and it is the teacher’s directive to introduce the information and facilitate knowledge development by conveying genuine enthusiasm for the material to rouse their potentials.  I also believe that people learn most effectively in a community setting with diverse interactions, as singular relationships do not provide the multifaceted perspectives and modalities to address diverse learning needs. 

I intend to cultivate the principles of curiosity and community in the classroom through honestly modeling expected behaviour.  By demonstrating the curiosity, supportive relationships, and acknowledgement of diverse skills, it is anticipated that the students will likewise adopt the inherent values of community.  I acknowledge that there is a defined curriculum; however, I maintain that most topics can be explored from a multitude of angles if curiosity is the motive.  The final goal for a class of mine is that the students progress in their critical thinking skills, regardless of the topic (Greene & Mitcham, 2012).  As people are curious, they gain experience which can be compared to new phenomena as they keep exploring - It is through these comparisons that critical thinking skills are nurtured

This classroom approach is not limited solely to the concept of classroom management.  Whereas traditional classroom management addresses compliance and dissent from the predefined norm, the development of community allows the participants to create their own normalcy for interaction.  Because of the typical superimposition of rules in a classroom management approach, disengagement of all the participants can arise, which is the antithesis of curiosity and community.  As the teacher and indisputable participant in the classroom community, I will influence its culture consciously by negotiating and monitoring the interactions in the classroom.  I will be a biased member, as I have prescribed objectives informing my interactions.  We will negotiate the material with the underlying mandate of developing critical thinking skills and fostering learning.  The acknowledgement of the students as individuals beyond the classroom context is anticipated to help promote the students’ autonomy and deepen the classroom culture in accordance with Hamre and Pianta (2006).

The foundation of curiosity has been omnipresent in my experience.  When I was struggling to engage with my undergraduate courses, my father sent me a rounded metamorphic rock to which he had taped a note that read, “This is for curiosity for which there is no cure.”  The reminder of the paradigm was heartening, as was the community that supported and transcended the distance I had travelled.  I cannot look at a stone, leaf, or person without wondering about its history or future; it is this premise that I will model for my students, bidding them the wonder of the world that surroundings them and promoting their critical thought.

*This writing is excerpted from a document originally prepared for the Bachelor of Education Program, EPSE 311 Class, January 2016.

Works Cited

Gibran, K. (1923). The Prophet. Alfred A. Knopf.

Greene, K., & Mitcham, K. C. (2012). Community in the Classroom. English Journal, 101(4), 13–15.

Hamre, B. K., & Pianta, R. C. (2006). Student-Teacher Relationships. In G. G. Bear & K. M. Minke (Eds.), Children’s needs III: Development, prevention, and intervention (pp. 59–71). Washington, DC, US: National Association of School Psychologists.

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