Johanna Busch

At the core of my teaching philosophy is the belief that positive expectations produce positive results. When students are surrounded by an environment and people who communicate high, positive expectations, students will rise to these expectations. It is the teacher’s role to set these positive expectations around social, emotional, and academic learning. I believe that all students want to learn and want to be successful. When students are provided with positive expectations and a productive environment, they will meet these high expectations.

 

I believe that students learn best by doing. It is the teacher’s job to set students up to learn through doing. Therefore, the teacher should not use their authority to constrain or subdue students. Rather, the teacher should provide students with the questions, opportunities, and skills they need to grow academically and personally. Students learn by doing when the bulk of the mental work is put on them, rather than the teacher. This means that students are challenged to investigate different mathematical strategies rather than just being told to use one. This means that students should learn in small groups where they can teach each other. Finally, this means that students should learn through authentic applications of academic material. Students should be challenged to answer real life questions and solve authentic challenges.

 

I believe in educating the whole child. Students are people, not robots learning to churn out multiple choice test answers. Effective classrooms are places where students are comfortable being their whole selves. To reach their full potential, students need to be physically, mentally, emotionally, and socially fulfilled. It is the teachers’ job (as well as the rest of the class community) to help each student achieve this.

 

I believe that the classroom should be a joy-filled place. I believe that children are innately curious and want to learn.  It is the teacher’s job to provide structure and questions to nurture and channel this innate curiosity into meaningful, joyful learning experiences. In the early childhood classroom, this means students learn through songs, games, dramatic play, manipulatives, and art. Much learning takes place in small group centers where students play math games, read engaging, developmentally appropriate books, and solve puzzles. When students engage in joyful activities, rather than repetitive worksheets, students not only have more fun but also internalize information more deeply and are more motivated to learn even more.

 

Just because learning should be filled with joy does not mean it is not difficult. Students will confront problems that they must struggle through. However, if students are wrestling with interesting, worthwhile, and appropriate challenges, this struggle need not be joy less. Rather, it is the teacher’s role to help students find the beauty and joy in the process to finding a solution to a problem not just in the solution itself. I believe that students should practice struggling with challenging problems in a space that validates their progress and embraces mistakes, which are a crucial part of learning. Students who encouraged allowed to learn through doing will find the joy in persevering through difficult challenges.

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My philosophy has pushed me to find ways to make learning active, engaging, and challenging in an environment that often prioritizes test preparation. In a second grade classroom, this has meant pursuing professional development opportunities surrounding math and reading small groups. My students are best able to live out this philosophy when they are completing differentiated small group activities. Because of this, I prioritized the creation of small group routines, procedures, and academic tasks early in my teacher career. Over time, I have realized that students require many specific expectations, routines, and structures that must be systemically put into place to achieve a joyful and challenging classroom environment. 

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In conclusion, I believe in setting high, positive expectations for students. Students are best able to meet these high expectations when they learn by doing. Furthermore, it is the teacher's job to educate the whole child. Students need to be fulfilled in ways beyond the academic to achieve the high expectations set for them. Furthermore, reaching these high expectations should be joyful. Though students are wrestling through difficult problems, these challenges should be engaging and fun. 

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