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Philosophy About Individual Needs
1. What makes more sense to you: that you do most of the work in the classroom, or that
students are the primary workers and thinkers? Why?
I believe that my job as a teacher is to put students to work and their work is thinking
and learning. Too often I feel that we can be simply giving assignments and students are
just completing tasks. However, I find it challenging to get students to also be thinking
critically and intelligently and not simply relying upon teachers to give the answers.
Creating new ways to stimulate learning is a challenge for me. One challenge of working
with elementary level students with disabilities is they have short attention spans and
need a variety of activities. This creates a large amount of work on behalf of the
teacher. Students at this level are not very independent and need lots of direction. It’s
important for teachers must model hard work, discipline, intelligence, critical thinking
and learning as well as develop greater levels of independence in their students.
2. Does it seem more likely to you that everyone should always need the same book,
math problem, or art lesson? Or are students likely to show up at different points of
readiness for reading and math and drawing? Why?
Differentiated Instruction makes sense! As teachers we need to realize that students
have learning differences due to their varied background, culture, gender, interests,
readiness to learn as well as modes and speed of learning (Tomlinson, 2010). These
individual differences will create differences in readiness for students. These differences
should be accommodated for by the use of modified instruction as well as materials and

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instructional strategies. Not all students need to be reading the same book, using the
same curriculum and completing the same tasks. Learning needs to be catered to the
individual abilities, interests and readiness of students. The majority of the students I
work with are at least one grade level behind their peers. Assignments have to be
modified or created to their appropriate levels. If not, these students become overly
frustrated or simply disengaged.
3. Do students all seem to learn in the same way or at the same pace? Or do some
process information differently and at a different pace than others? How do you
know?
Students definitely learn at different paces and in different ways. Students have
different learning styles and intelligence preferences. Some students show strengths in
reading while others are stronger in areas of mathematics. Some students work best
when they have hands-on experiences and often I work with students who are visual
learners. They learn best when pictures, graphic organizers or other visual tools are
utilized. When working with something as simple as vocabulary I will often include a
picture on the flashcard (with the word) to help with the association.
4. Do you learn more about students by talking to them or talking with them?
You definitely learn more from your students by talking with them. As a habit, teachers
sometimes do all the talking and this easily creates an environment that is one sided
and can hinder engagement. Recently, I overheard one of my students (who has
behavioral issues as well as cognitive disabilities) talking to one of my paraprofessionals.
The student was sharing lots of issues that were off topic but pertained to issues at

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home. The issues were very disturbing but my staff member did a great job of listening.
She took the time to allow the student to share some things that he may have needed
to get off of his chest. This was great for the relationship building that is happening
between the staff member and student. It will benefit the student and the
paraprofessional. I have noticed that this particular student needs to know his teachers
care about him. The more he has been able to feel cared for the more willingness he
has shown towards learning.
5. Do students become independent learners in a classroom where they are always told
what to do? Or do they become independent learners when teachers systematically
give them more responsibility for learning and teach them how to use independence
wisely? Why?
Developing Independence is an important part of being a teacher. Helping students
learn how to be responsible and grow in being more independent is especially
important with students with disabilities. Sometimes without intention, teachers can
enable students by doing to many things for them instead of giving responsibility to
them. Although, the intentions of providing modifications and support is meant to help
students it sometimes can inhibit learning. An example with my fifth grade students is
relying on a multiplication chart. My students want the chart to answer the problems or
use a calculator. Instead of just giving them a chart I ask them to utilize some of the
learning strategies I have taught them. I want them to learn the process of
multiplication and not just know where to find the answer. We need to realize when
students are ready to have some support systems taken away.

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I do believe independence can be systematically built into instruction. Just today, I
choose to give one of my students a choice about an upcoming planned activity. The
student did not want to participate in the planned activity. So, I gave him a choice and
also presented the resulting consequences for each choice. I allowed the student to
take some time to think and get back to me with a decision. He returned later and
chose to participate in the planned activity. I felt it showed growth and maturity on his
part. Giving children responsibility in school helps them to take ownership for their
education. Giving responsibility to students within the classroom can also benefit the
teacher by allowing more time to work with groups or individual students (Tomlinson,
2001).
6. Do learners care if they have choices about what and how to learn? Do they care a lot
or a little? Why?
I definitely believe learners care about what and how they learn. Giving students
choices gives them some ownership over their education and empowers them. Too
often we hear students say, “this is boring” or “that’s stupid”. This may be due to a lack
of creativity on our part or just poor teaching. Allowing students to give input helps
them find value in the things they are learning. Also, it can spark motivation about
learning and bring a new dynamic into the classroom.
7. Do learners care if they have choices about what and how to learn? Do they care a lot
or a little? Why?

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We are most motivated when we try to reach our own challenges. I think there is
intrinsic motivation when we set our own goals or challenges. I seemto also bring a
spark of inspiration. I know for myself that I excel when I can set my own challenges and
sometimes just need a coach or a mentor to help me along the way. I think as teachers
we need to see ourselves as learning coaches.
8. In general, are you more effective and efficient at teaching with small groups of
students and individuals, or are you more effective with the whole class? Why do you
say so?
I’m not sure I currently have the answer to this question. I’ve been teaching special
education for the last five years. So, during this time I have primarily taught in individual
and small group settings. Sometimes, I feel a little bored and not very challenged with
this while at other times feel it’s teaching three special needs students at once is too
much. I have had some opportunities to teach in a whole class setting and have enjoyed
it. I think I would like to have more whole class teaching opportunities to see if that a
better environment for me.
9. Is learning richer and more permanent when it is rote or meaning based? How do you
know?
I believe meaning based learning will create richer and more permanent experiences
and knowledge for our students. In my own personal experience Rote learning does not
create lasting knowledge or promote learning. I myself have used this method both as a
teacher and a student. When Rote is used the knowledge learned is usually
remembered briefly and not retained. In Cori Fata- Harley’s article, Resisting Rote: The

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importance of Active Learning for all Course Learning Objectives, she reports that college
students show greater evidence of learning when active learning methods are used
(Fata-Hartley, 2011). I personally learn more when able to apply knowledge to my life
and profession. I received my alternative teacher certification by completing a field-
based program. I remember many of the lessons and activities that I was required to
apply. However, I recall much of the information that I had to simple read, research and
report.
Reference
Fata-Hartley, Cori. (2011). Resisting Rote: The Importance of Active Learning for All Course
Learning Objectives. Journal of College Science Teaching. Vol. 40, No. 3, p36-39.
Tomlinson, C.A. (2010). Leading and Managing the Differentiated Classroom. Alexandria, VA.:
Association for Supervision and Curriculum Development.
Tomlinson, C.A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. (2nd Ed.)
Alexandria, VA.: Association for Supervision and Curriculum Development.