Brooke Buford: Teaching Philosophy
In my opinion, it is crucial to relate the personal experiences of the students to the instructional process. Diversity is the cornerstone of modern society, and this element is often reflected in the demographics of the students. I would design activities that relate to current and historical events as well as the sociocultural backgrounds of the students and demonstrate the connection to instructional materials. I believe in blended learning because it prepares students for the evolutionary nature of technology in the academic and professional arenas. I also incorporate a mixture of visual, kinesthetic, and auditory instructional techniques. I feel that this method keeps students engaged through variations in activities, and it appeals to all three types of learners. Although teachers are required to abide by the pre-established parameters of curriculum requirements, the implementation of a holistic aspect in instructional strategy is essential to optimizing learning outcomes for the students.
Furthermore, teaching is a calling and an art form for me. It is not simply a means to an end in terms of my goals for professional advancement. Witnessing the success of my students and clients as I walk them through the process of improving their writing and grammar skills brings me great personal joy because I feel that I have truly made a difference in their lives and enhanced their academic careers. Young and impressionable minds require a certain degree of flexibility in guidance and instructional techniques that take the individuality of the students into account. Another point of consideration is the collective flow of student progress in the classroom environment. Certain student progress at a slower pace than that of their classmates, and this disparity in advancement can foster frustration and disrupt the desired synergy that nurtures the learning environment. Teachers must be willing to make adjustments to their instructional plans that accommodate the slower students without impeding the more advanced students. This tactic will guarantee that all students receive the full benefits of their learning experience without developing sentiments of confusion or boredom.
The most enjoyable aspect of this profession is connecting with the students and gaining satisfaction from their success. I believe that the core essentials of efficacy in teaching begin with a genuine desire to experience results in student performance. I also feel that my keen perception of variations in types of learners allows me to tailor my instruction to myriad classroom environments. I thrive in a team-oriented, student-centered environment. I possess a great deal of experience with individual instruction and personal tutoring, but I would like to gain additional experience in classroom instruction. I feel that the collective synergy that is derived from group instruction benefits the students as well as the instructor. This type of environment allows all participants to learn from each other's triumphs and mistakes.
My strengths include my dedication to the success of the students and the fact that I take it upon myself to remain abreast of the most current and effective instructional strategies. I am also an excellent multi-tasker. I feel that this quality is more inherent than developed, and it is crucial to the successful management of larger groups of learners who may require different methods of instruction. My weaknesses can best be summarized in one word: empathy. I have a tendency to gravitate towards students who are clearly struggling with the material more so than others. However, I realize that this particular quality must be controlled in the interest of providing equal levels of assistance to the entire class.
Undergraduate Degree: Georgia State University - Bachelor of Fine Arts, English
Graduate Degree: University of Phoenix-Atlanta Campus - Masters in Education, Adult and Continuing Education
Book clubs, gardening, volunteering at animal shelters, movies, and hiking
Elementary School Reading
Elementary School Writing
High School English
High School Writing
Middle School Reading
Middle School Reading Comprehension
Middle School Writing