Lorena Torres outlines her teaching philosophy which focuses on promoting lifelong learning and critical thinking in students. She aims to transfer knowledge, mentor students, and encourage hard work and resilience. To achieve this, she will apply educational theories including cognitive, social, and behavioral development as well as addressing student diversity and learning styles. She emphasizes the importance of instructional planning and using various forms of assessment to promote student learning and monitor progress. Her overall goal is to make a positive difference in students' lives through establishing a supportive learning environment.

1. 1Lorena Torres – (818) 571-0564 – lorena.torres.157@my.csun.edu
Teaching Philosophy
My philosophy as a prospective teacher is a combination of educational principles, life, and work
experiences. With most of my adult life dedicated to learning, attaining an MBA in Marketing and 28-years
of working in fast paced corporate environments, I have experienced the influences of great role models,
leadership, hard-work, and resilience. My mission as a teacher will be to:
• promote positive self-learning and life-long critical thinking
• transfer knowledge to students, be a mentor, and a leader
• encourage hard-work, resiliency, and build trust
To achieve my mission, I will apply multiple educational principles that encompasses cognitive
development, social, moral and emotional development, student diversity, learning styles, behavioral
theories of learning, instructional planning and assessment.
Cognitive Development: Cognitive development or the ability to think and understand core
content varies based on a student’s developmental stage. As a secondary education teacher, my focus will
be to introduce materials that take into consideration the concrete operational and formal operational
stages of Piaget's cognitive development theory. A more important component within my teaching style,
is keeping in mind Vygotsky "zone of proximal development" or what some educators called "teachable
moment". Vygotsky believed that higher mental functioning usually exists in conversation and
collaboration among individuals before it exists within the individual (Educational Phycology, Slavin).
Scaffolding plays a big role in my teaching style as I believe providing a student with a great deal
of support at the beginning but then let students take increasing responsibility will develop and practice
self-learning and critical thinking. The idea of facilitating learning also can be attained through cooperative
learning. As students are allowed to move into more independent work or ways of thinking, they can
request or find support in other students.

2. 2Lorena Torres – (818) 571-0564 – lorena.torres.157@my.csun.edu
Social, moral and emotional development: The main objective is to become an intentional
teacher, the kind of teacher that constantly thinks about the learning outcomes expected from students
and how each decision moves students to that outcome (Educational Phycology, Slavin). Understanding
student's moral development from Kohlberg's stages of moral reasoning will ensure proper handling of
reinforcers and punishers while encouraging resilience and life-long learning aspiration in students. James
Marcia's theory of identity status will assist in expanding my knowledge of student's challenges as they
develop socially, morally and emotionally.
Student diversity: Understanding the student's background is critical for effectively teaching both
academic material and the behaviors and expectations of the school (Educational Phycology, Slavin).
Socioeconomic status (SES), cultural background, upbringing, language, school and community factors can
all influence the way a student learns. As an intentional teacher, I will choose text and instructional
materials that promote equality and non-stereotypical roles, supplement textbooks with authentic
materials, and talk to parents to understand students better. In addition to promoting achievement via
content, classroom management is essential to encourage learning. Using strategies from Lee and
Marlene Canter's Assertive Discipline and Fred Jones Positive Classroom Discipline models can help
establish an environment suitable for learning.
Learning styles: In addition to considering student’s diversity, one must keep present the
different learning styles of students. As an intentional teacher, understanding that if a student's
performance in one area is good or poor does not guarantee a similar performance in another. Howard
Gardner's theory of MI or Multiple Intelligence has provided the foundation to question traditional views
of intelligence. Gardner suggests that "intelligence refers to the human ability to solve problems or to
make something that is valued in one or more cultures". Gardner proposed eight different domains of
intelligence, linguistic, logical-mathematical, spatial, bodily kinesthetic, musical, interpersonal and
intrapersonal. Teachers need to realize that any topic, from any discipline, could be taught in more than
one-way. When a variety of instructional methodologies are used, students will see ways to capitalize on
their strengths and correct their weaknesses. MI theory suggests guiding the process of teaching so that

3. 3Lorena Torres – (818) 571-0564 – lorena.torres.157@my.csun.edu
children understand what they are learning. The ultimate goal is for students to develop the ability to
reason, to think productively, and to communicate appropriately. Children learn in different ways; thus,
every teacher should aim to educate students in a matter that expand student’s confidence and
competency.
Behavioral theories of learning: In addition to utilizing Gardner's model to vary instruction
according to a student's strengths and abilities, an intentional teacher must apply and establish classroom
management techniques. Teachers spend a great deal of time managing misbehaving students, which can
create stress and extra work. As an intentional teacher I will utilize a combination of strategies from
theories such as Fred Jones and Lee and Marlene Canter's models. Fred Jones provides tips for teachers to
learn core competencies that will help them manage the classroom to develop an environment better
suited for students to learn and for teachers to teach. Some of Jones suggestions are: Use of body
language, Incentive systems, Use of Say, See, Do, Efficient arrangement of the classroom and others.
As per Lee and Marlene Canter, today the focus is on building trust, helpful relationships with
students, providing positive recognition and support, and taking a proactive approach to dealing with
problems of behavior (pg. 88, Fundamentals of Secondary Education). Students and teachers have rights
and those rights need to be clearly communicated in order to achieve the final goal of providing a suitable
learning environment. Utilizing a proactive rather than a reactive approach to teaching will in turn
increase students respect and trust. I understand that in order to get children to cooperate and behave
appropriately, I need to demonstrate concern for the child's personal life and their success in school. It’s
important to provide structure and set limits on behavior and create a safe, peaceful, calm, and
predictable environment. Applying principles of behavioral learning to classroom management will be
essential. The role of consequences, secondary, positive and negative, intrinsic and extrinsic reinforcers,
the Premack principle or "Grandma's rule", punishers and other behavioral principles will be applied
depending on the situation.
Instructional planning: Preparing and selecting the correct instructional strategy is crucial to help
promote self-learning and critical thinking as well as for making sure knowledge is transfered and stays

4. 4Lorena Torres – (818) 571-0564 – lorena.torres.157@my.csun.edu
with students. Whether the instructional approach is based on direct instruction or a constructivist model, I
plan to incorporate lessons that have clear objectives, state the value to students and how the lesson can
relate to their lives. The lesson will be introduced in at least three ways to ensure that the lesson is
understood by all students. I will incorporate small groups and individual activities as well as a rubric that
can be shared with all students to help with understanding of objectives. Evaluations and probes to promote
understanding will also be incorporated in every lesson. In addition, using standard performance indicators
will allow for better organization of lessons and planning. Effective instructional planning will motivate
students and increase the chances of developing life-long learners.
Assessment: Alignment of curriculum, learning activities, and assessment is integral to any
instructional design. Formative assessments such as quizzes, puzzles, ice breakers, interest inventory and
many others will allow the students to quickly review where they are with regards to grade level, mental
maturity and many other aspects. The benefits of monitoring student learning can include more
accelerated learning because students are receiving more appropriate instruction with informed
instructional decisions that document student progress and will provide efficient communication with
families and other professionals about students’ progress and higher expectations for students. In
addition, the use of rubrics, peer assessment, clear summative assessments, and self evaluation will be
incorporated and determined based on lesson or unit objectives.
I am committed to making a difference in students’ lives and in the community. As a teacher and
community member, I will strive to incorporate theories and personal experiences and values that provide
and promote superior learning for all students.