1. Maria McKinney
14485 Seneca Road, Apt. # 165
Victorville, CA 92392
1~ 815 ~ 668 ~ 2694
PHILOSOPHY:
I am a strong child learning advocate who believes that children can prosper and develop in an
adaptable educational environment and can learn and work beyond their academic abilities. I have chosen
this career; it is my wish to help students meet their fullest potentials by providing a warm, safe, and
supportive academic atmosphere. I believe that children are distinctive individuals who need secure,
caring, and stimulating educational surrounding in order to accommodate their talents, interests, and
needs, and to assist them with their intellectual, emotional, and social growth. In order to achieve this type
of milieu, I, as the educator must: teach my students how to become independent learners who know
where to search for answers to solve their quandaries (i. e. homework, misunderstanding, or any real life
dilemma); have my students experience all types of learning by providing them materials, instructions,
and activities that will activate all of their learning modalities (kinesthetic, auditory, visual, and tactile);
and having my students acknowledge respect for others and to practice that respect no matter where they
go or who they meet (generalization). I believe that a meaningful education creates well-balanced
individuals who will be successful in anything that they do or encounter (i. e. relationships, socializations,
and employments) in the future. In order to become productive and positive part of their communities,
and the society as a whole, I believe that my students should be self reliant individuals who can think
critically and analytically.
I like organization. I believe that one of the most important ways for me to provide high quality
teaching is to be prepared prior to the instructional delivery of any content materials. Before I leave the
classroom, my lesson plan, written objectives, visual examples, manipulative, and activities that are
conducive to what my students will learn will be neatly lined up on my table. In addition to preparation,
the purpose of teaching is to assists students achieve their learning goals. Therefore, I understand the
importance of having the ability to utilize varied teaching styles. That is, materials should be taught in a
way that each student in the classroom will be able to associate with and understand. This can be done by
presenting factual world examples and situations that connect to what my students already have in their
background knowledge. For example, whenever I have the opportunity to read real life stories to my
students, I often notices that they show high levels of interest and are able to answer the questions that I
imposes because that maybe the stories that connect with their lives.
In addition to creating a supportive academic atmosphere for my students, and being well-
prepared educator, I believe that a significant learning can never occur if I do not have positive
relationships with my students. I will expect a lot from them when it comes to their education. I should,
since my aim is for them to receive a higher standard of learning. During an instructional time, I would
expect a high rate of my students’ participation, and for every effort that they exhibit, they will receive
praises and appreciations. The trust between my students and I is very important. Trust produces students

2. who would be more likely to: develop the sense of belonging and comfort resulting in frequent
communications; show more engagement in the academic content that is being presented; demonstrate
better classroom behaviors; and attain higher levels of academic. Positive teacher-student relationships
move students into the process of learning, and encourage their desires to learn depending on the quality
of the lesson plans and the materials being engaging, stimulating, and age and skills appropriate. I believe
that teachers who experience positive close relationships with their students result on students wanting to
be in school, exhibit confidence, appear more self-sufficient, more cooperative, and more on-task.
CLASSROOM MANAGEMENT:
An effective classroom management produces an efficient learning environment in which lessons
function smoothly, commotions are minimized, and students can thrive. I believe that my ability to
manage a classroom can produce organize educational environment, on-task and cooperative students,
and learners who can attain higher standard of education. This can be done by the following: 1) rule, 2)
routine, # and role modeling.
RULES:
I do not expect all of my students to enter the classroom and already know how to behave
properly in school. Many students experience difficulties in their homes that can be transmitted into the
classroom. Even as simple as a bad mood can make children exhibit unpleasant mannerisms. However,
developing ground rules at the very first week of class will help. I want my students to understand that
there are certain behaviors that I will not accept. Of course, developing regulations in the classroom must
be selected, discussed and agreed on by both sides (my students and me). For example, I think it is
important that my students are always prepared for class by bringing their own materials, being on time
for each class session, speaking softly in class so that they do not disturb their peers, or raising their hands
before asking or answering questions. By raising their hands, my students will understand that the
gestures will reduce the possibilities of shouting out answers and this will also give everyone the chance
to be heard. Additionally, policies that are selected with the help of my students will permit them to know
that they will be held responsible and accountable for the rules that they choose to breach.
ROUTINES:
A routine is the backbone of a daily classroom life. It facilitates teaching, guarantees students’
learning, and also save valuable classroom time. The habit that I want my students to get used to consists
of the following procedures. On the right hand side of the room, by the door, three containers would be
placed on top of a desk. The first container is where my students’ homework would be placed as soon as
they enter the room. The other container is for work that they did not complete if they were in not in class
due to absences. The last container would contain their note taking notebooks. Next to those containers
would be a jar containing sharpened pencils that were sharpened by one of my classroom helpers. They
could borrow pencils or any other materials, but they must put out collateral so that I could make sure that
the resources are returned. After turning in their homework, I would want them to sit down immediately
to the seats that I have assigned them to be, and begin working while I take the attendance for the day.

3. This work could be ten math questions to solve, daily oral languages, or writing their journals. Prior to
instructions, the only student that I would expect to be moving around, are my classroom helpers (i. e.
passing books, note-taking notebooks, worksheets, and etc). As I deliver my instruction (any content
area), and showing them how to complete certain procedures step by step, I would expect my students to
take notes for future references. These notebooks could only be taken home if my students need them to
study for tests (short quizzes, mid-terms or finals). As I speak, I need my students to listen and not to
interrupt. Learning a certain instruction is achievable by listening. After my instruction, I need for my
students to participate during questioning and the answering activity. Participation is the way I could
assess and observe those students who are “getting it” or “not getting it,” or those who are simply not
listening. After my instruction (I do) and their participation (we do), guided activity will take place.
Anyone who finishes must raise his or her hand. If I see anyone having any difficulty, that child will be
given a one-on-one help so that the next time around, he or she will be able to catch up. Basically, a
routine makes students feel secure. Those who have difficulties with organization benefit greatly from a
routine. Furthermore, a routine will enable me to pace the practice and give my students a rapid feedback
concerning their performances. The bottom line is that a routine eliminates many impending disruptions
and misbehaviors.
ROLE MODELING:
A teacher should not simply tell his or her student to perform a certain behavior. Role modeling,
showing students exactly how the behavior is done repeatedly until he or she gets it is the proper way. For
example, if one of my students has a problem of slamming the door while going into the classroom, I will
repeatedly instruct him or her how to quietly close the door. Every time he or she slams the door, I will
ask him or her to go outside and try it again and again. I will do this instruction consistently until the
child’s unwanted behavior decrease or finally eradicated. Besides showing him or her how to close the
door properly, I will also discuss with the child that slamming the door is not only improper but also
disrupt other students or anyone in the classroom. Another example of a role modeling method can be
done in academic. For instance, if I am teaching math and I am demonstrating how to solve an order of
operation, the first thing that my students need to know is remembering the acronym (PEMDAS). On the
board, I will clearly show my students the steps and at the same time, calling on my students to tell me
what procedure did I conduct for the first step (P), the second step (E), the third step (M), and vice versa.
The questioning while I am instructing will allow me to observe which students are having difficulty still.
Basically, role modeling when shown explicitly to students can lead to their greatest understandings.
TO CONCLUDE:
The best part of teaching full time is the knowledge that I am a part of my students becoming
skilled and doing well on their academics. Many times, whenever I was teaching and I saw my students’
facial expressions of awe that said. “I got it,” I knew then that I’ve done my job. For two years, I believed
that I had developed a close relationship with my students. I knew that I had become a part of their lives
and their learning. These past two years of my teaching experience had been the greatest reward of my
teaching career. I believe that I had given my contribution to my community, contribution to children’s
future, and created an impact on their lives and educations. Most importantly, there is nothing more fun
that watching my students realized their talents and developed a love and dedication toward their learning.