My Philosophy on Education

“The problem isn’t that the (deaf) students do not hear. The problem is that the hearing world does not listen,” said Reverend Jesse Jackson. As a future deaf educator teaching secondary education with an emphasis in English, I know I will not be guilty of not listening. Instead I will focus on hearing my students through classroom management, learning styles, and diversity.

I am confident that with my classroom management the students will understand I am not simply there to support them academically, but also emotionally. However, students will be aware that I am not there to be their “pal” but their teacher. I will continue to be there emotionally for students, but I will not allow students to become too friendly nor will they have firsthand knowledge of my personal life. I will do this by showing the students I care by rewarding excellent behavior with messages to parents through e-mails or personal phone calls. On the other hand, school rules will apply to all students. Rules such as having students keep eye contact with me while I lecture or write notes on the white board is an example. Another rule would be to always be prepared by bringing supplies such as paper, pen and notebook, and that homework is finished for each class. Consequences will be determined based on the rule not followed. For instance, when a student loses eye contact throughout the class I will ask the student to go out to the hallway to have a conversation with the student. I will then try to figure out what may be going on with the student and discourage their current behavior. To reward students who demonstrate correct writing skills, I will use signed English to read their papers so other students can understand excellent examples through a peer’s writing. Consequently, students will feel appreciated and successful while in the classroom. I will listen to my students if they have questions about an assignment or a concept we are covering in class, as I will continue to pay attention to their learning styles.

I will be teaching students that are deaf or hard-of-hearing whose learning styles will focus more on visual and kinesthetic, although some may be auditory. Being versatile will not only benefit the students in their academics but keep things fresh in the classroom. I will use Signed English/American Sign Language as a visual after writing on the board, for all my students. Kinesthetic activities will include role playing a scene from a play and/or story, so students will have the opportunity to enjoy what is being taught through a physical activity. For example student groups would read from a skit for a scene in Shakespeare’s Romeo & Juliet, or Much Ado About Nothing, teaching the rest of the students what the story was about. Auditory learners tend to test better orally so for vocabulary and spelling tests, students will perform those test orally (signed/finger spelled). For example, students will stand to perform a vocabulary pre-test. Calling on different students for different vocabulary words to define will give all the students a chance to earn 10 points. Students will have a possible ten points for every pre-test by answering the question with the correct answer the first time. As a result, I will reach students with different leaning styles to provide the best learning environment that the students will be successful in. Within the first couple of weeks I will be listening to the students to determine what learning style will best fit for each teenager individually. I will also be listening to my students for any given chance to teach diversity.

I know that my classroom will be extremely diverse not only in the students hearing capability but their culture, economics and other social issues they may have. Because the class will be diverse, I will prepare students through Language Arts by writing and reading about influential people that have/had similar diverse issues. Short stories based on Helen Keller who was deaf/blind, and/or I. King Jordan: Deaf President Now, the protest that demonstrated that students can make a difference when they stand together. (I. King Jordan, who was Deaf, became the president of Gallaudet University with a student movement, Deaf President Now.) By having students read about influential people, it will illustrate to them that although they may not be able to hear, they too can do great things. As a result, students will comprehend that each person in the world is unique and they too can be successful no matter what diverse issue they believe is holding them back.

I firmly believe that with so many social issues such as violence, sexuality, health and fitness, substance abuse and dropping out; students need to understand that as a teacher I will support and help them as much as possible. I will do this by listening to students and when asked, provide as much general advice as I can possibly offer to the students or refer them to the school counselor. I will abide by the policies of reporting abuse to the correct authorities, whenever I am informed that abuse is happening. By discussing social issues through Language Arts, there are possibilities of providing answers and support to students going through the same social issues. For example having different students every couple of weeks become a “Dear Abby” reporter while the rest of the students write in about whatever “problem/issue” they are willing to share with an anonymous peer. For instance, an anonymous student writes a letter to “Dear Abby” about a family problem such as a sibling rivalry. Another anonymous student will respond to the letter giving advice through writing an article with proper writing skills. Throughout the year, students will enhance their writing skills and receive answers to questions they may ask in the course of “Dear Abby.” With that, I will support my students to the best of my abilities while abiding policies of education and enhancing writing skills by truly listening to my student’s thoughts on life and diversity through their writing.

My students may not be able to actually hear what is going on around them, and I am determined to be their ears when they cannot hear, but never their mouths. I will encourage my students to use their mouths (hands) and show the world what they can truly do with their writing. I am committed to providing the best possible learning environment that is both engaging and knowledgeable, the kind of class that will not only empower them to do well in English, but in life.