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1. Using videos will let ELL students see visual images.

2. Utilize read-aloud books to expand their listening and speaking skills.

3. Articles with knowledgeable information to access for bilingual students teaching.

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Language Acquisition Theories Description:

I observe teachers teaching students in one-to-one, smaller groups, and whole class settings during their lessons. All implemented lessons related to the four seasons of the year and all concepts were known to teach skills that engage a second language. Teachers have an opportunity to strengthen reading/writing comprehension skills by teaching new vocabulary, critical thinking, and grammar context clues as each student works smoothly and socially to enhance their academic level regardless of grade, students are challenged to gain a second language as they progress.

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Steps to writing a personal teaching philosophy

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Steps to writing a personal teaching philosophy

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Audience- (is considered)

Brainstorm

Storytelling

Introduction

Body (statement)

Conclusion

Incorporating these steps will benefit a teacher in writing their philosophy.

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Writing a teaching philosophy statement helps you stay true to your core beliefs as a teacher. In this article, we discuss what a teaching philosophy is, why it's important and how you can write one for yourself. We also offer an example of a teaching philosophy as a helpful guide.

Related: Interview Question: "What is Your Teaching Philosophy?"

What is a teaching philosophy?

A teaching philosophy is a self-reflective personal narrative that expresses your values and beliefs about teaching. It includes your conception of teaching and learning, a depiction of how you teach and an explanation for why you teach in that way.

Teaching philosophy statements are usually one to four pages in length and cover the three core areas of objectives, methods and evaluation. Like a teaching career, your teaching philosophy will evolve as you accumulate more experience.

Why is a teaching philosophy important?

A teaching philosophy is important because it gives you a framework for deciding how you will teach. New teachers and tenured professors, alike, can benefit from thinking about and summarizing their personal beliefs for how they teach best. A teaching philosophy that is constantly updated will reflect a teacher's personal growth.

How to write a teaching philosophy

Here are the basic steps to take to write a teaching philosophy statement:

1. Consider your audience

Before you begin writing your teaching philosophy statement, begin by considering your audience and what will be of greatest importance to them. If you are writing for a hiring committee, know that they will be interested in both the internal and external consistency of your philosophy. For example, they may want to know the theoretical conception of your teaching as well as what specific strategies you use in the classroom to support your ideals.

As you consider your audience, also do your research. Different institutions have different expectations. If they have a particular mission, you should address it in the mission of your statement. While your teaching philosophy may remain the same, you may want to modify the teaching style for the institution. Look closely at the school's website to see how large it is and what its values are.

2. Brainstorm

When you are reflecting on what to include in your teaching philosophy, imagine that the term is over and that your students are leaving for the summer break. Ask yourself what you want them to have taken away from their time spent with you. Your teaching philosophy should express what you want your students to learn from you and the strategies you will use to accomplish that.

3. Tell a story

Get the attention of readers by sharing a story of how you effectively taught your students and accomplished your goal. Share specific examples of the teaching techniques you regularly use in the classroom.

4. Write an introduction

Your introduction should be the statement where you share with your readers your general belief about education. For example, you may believe that all children have the right to learn in a safe classroom.

5. Write the body

In the body part of your teaching philosophy statement, share what you believe is the ideal classroom environment, how it makes you better as a teacher, addresses the individual needs of your students and encourages interactions between parents and kids. Specifically, state your goals and objectives and what you want your students to accomplish with the help of your teaching.

6. Write the conclusion

In the final section, discuss what your goals are as a teacher, how you've met them in the past and intend to build on them in the future. Discuss your personal approach to teaching and managing the classroom and include what you believe makes you unique. You may also want to include any intentions to advance your skills through further education.

7. Cite your sources

Explain how you came to use those specific strategies in the classroom. For example, share with your readers whether you learned them from a mentor, from something you read online or in a book or from another source. If your strategy was something you read about and then modified for your own purposes, share that with your audience.

Related: 50 Teacher Interview Questions and Answers to Help You Prepare

Here are some basic tips you can use as you write the statement of your teaching philosophy.

Use simple language. Use clear and concise sentences that are free from jargon.

Use a simple structure. Use short paragraphs and headings so that it is easy for readers to scan the document.

Focus on how you teach. Your CV or resume should focus on what you have done, whereas your philosophy statement should focus on how you teach.

Pay attention to requirements. Take note of whether there are any specific requirements for length.

Proofread carefully. Proofread the philosophy statement carefully to identify any possible typographical errors and run-on sentences.

Example of a teaching philosophy statement

Here is an example of a teaching philosophy statement to help you craft your own.
"I believe that teachers are obligated to hold students to only the highest expectations. Doing so encourages the students to think highly of themselves, in return, and maximizes the benefits that accompany a self-fulfilling prophecy. I believe that with perseverance and hard work, students will rise to the occasion. Teaching is a process of learning from students, colleagues and parents, and I aim to bring a positive attitude, open mind and high expectations for my students into the classroom each day. I believe I owe it to my class to bring warmth and consistency to inspire those same traits in my students. My decision to pursue teaching as a career is in part due to my desire to make a positive impact on the life of kids. Teaching is a highly-rewarding profession and I cannot think of a better way to contribute to my community. I am a fifth-generation teacher and grew up in an environment where education was considered essential for a successful future. My teaching style can be best described as one that incorporates small group and one-on-one teaching. I believe this allows the student to integrate knowledge into a beneficial framework and gives them the safety and security of a positive learning environment. I strive to remain a strong source of nurturing support, encouraging the students to do their best and getting to know them and their learning styles. My students must feel that they matter, that their opinions and ideas are valuable and that they are safe to express them. Therefore, I believe it is essential that the teachers, parents and school community work together to create a collaborative learning environment for our students. In conclusion, my ultimate goal as a teacher is to provide my students with high-quality, individualized instruction to meet the unique needs of each student. I aspire to create a learning environment that is inspiring, making my students feel safe and secure. I aspire to leave a legacy that other teachers and my students will remember: that I was a kind, warm person with a true passion for teaching."

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How to Write a Teaching Philosophy Step by Step (with Tips and Examples)

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Writing a teaching philosophy statement helps you stay true to your core beliefs as a teacher. In this article, we discuss what a teaching philosophy is, why it's important and how you can write one for yourself. We also offer an example of a teaching philosophy as a helpful guide.

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These are the accommodations I used with a student with no English Language skills.

1. The student was presented with a sheet of paper illustrating all the capital and lowercase letters in large print.

2. The student sat across from the teacher before he began writing his name letters.

3. He circled what capital or lowercase letter recognition he remembered.

4. Positioning the student in the center of the desk helped him see the sheet of paper while instructing him (both languages English and Spanish).

5. He got 20 minutes in the morning, which was sufficient to begin the assessment and if he needed more time, he would be allowed to go to another room.

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Page 4: Selecting an Accommodation

Identifying and selecting instructional and testing accommodations that will allow the student to access learning is the responsibility of the individualized education program (IEP) team. Before the team can select an accommodation to help a student meet his learning goals, however, they must first identify the barrier affecting his academic performance.
Individualized Education Program (IEP) Team
The multidisciplinary team of education and related services professionals that develops and evaluates, along with the students and their parents, the individualized education program plan for each student with a disability. Following is a list of potential IEP team members and their roles.

IDEA '04 requires that, at a minimum, multidisciplinary IEP teams include a parent, general education teacher, special education provider, a representative of the school district, and an educational professional who can interpret assessment results.

Parents. The term parent refers to a biological parent, foster parent, legal guardian, or an individual who acts in place of the parent (e.g., grandparent, stepparent, other relative). Parents can provide important information about priorities, strengths, and child needs as well as information about the cultural and developmental appropriateness of goals and intervention strategies.

General education teacher. At least one general educator should be present if the student is participating in general education. As the general education curriculum specialist, this person is responsible for providing the core academic instruction.

Special education teacher or special education provider. At least one special education teacher or provider should be present. An expert in specially designed instruction, accommodations, and curricular modifications, the special education teacher ensures that student performance data are collected and analyzed, and then instruction and intervention are modified accordingly. A special education provider is responsible for implementing the IEP. In addition to the special education teacher, this can include related service personnel, who also provide services outlined in the IEP (see below).

A representative of the school district. This person must be a) qualified to provide or supervise the uniquely designed instruction that will meet the student's needs, b) knowledgeable about the general education curriculum, and c) knowledgeable about available school resources.

Other professional (e.g., school psychologist). This person's role is to interpret the assessment results and explain the instructional implications of those results to the team. This role may be filled by any of the school personnel listed above, as appropriate.

Other relevant individuals. At the parent or school district's discretion, other people who have relevant knowledge or expertise regarding the student can be included, when appropriate.

Student with a disability. Depending on a child's age, maturity, interest in, and willingness to participate, the student should be included in IEP meetings when appropriate.

Additional team members are determined based on the individual needs of the student (see "Additional Team Members" below).

In addition to the required multidisciplinary team members listed in the table above, other personnel are often needed to address the individualized needs of the student. Related services personnel -each with discipline-specific expertise beyond that of the classroom or special education teachers-are frequently part of the multidisciplinary team and provide these supports.

Consider Liam

As you recall from the Challenge, Liam, a middle school student with low vision, struggles to read standard print materials in a timely fashion. Although he reads at grade level, Liam has difficulty finishing science reading assignments in class in the allotted time. At first, his teacher was a bit perplexed: She assumed that Liam's glasses provided full vision correction. However, after paying closer attention to Liam during reading, she noticed that he still needs to hold reading material close to his face, and even then he squints. As a result, it takes him longer to read a passage. She wonders what type of accommodation will help Liam read text faster or more efficiently.

Accommodations are typically grouped into four categories: presentation, response, setting, and timing and scheduling. The table below summarizes the relationship between barriers related to learning and the corresponding accommodation categories, and it also provides examples of accommodations for each category.

The way information is presented (e.g., text, lecture, video)

Presentation accommodations

Allow a student to access information in ways other than standard visual or auditory means

Change the way that instruction, directions, and information are presented

Books and materials with large print

Visual cues (e.g., color-coded text)

Audio books

Close-captions on videos

The way in which the student is required to respond (e.g., writing, speech)

Response accommodations

Allow students to complete assignments or assessments through ways other than typical verbal or written responses

Speech-to-text software

Orally dictate responses (using a scribe or digital recorder)

The characteristics of the setting (e.g., noise level, lighting)

Setting accommodations

Allow for a change in the environment or in how the environment is structured

Preferential seating (e.g., near the teacher)

Testing in a separate location

The timing and scheduling of the instruction (e.g., time of day, length of assignment)

Timing and scheduling accommodations

Allow for changes to when and how long students have to complete assignments or assessments

Allow assignments to be broken down into smaller sections

Extended time to complete task

Frequent breaks

Shorter testing sessions

Consider Liam

To address the barrier presented by Liam's disability-reading standard print-the IEP team decides to provide him with a digital textbook that allows him to enlarge the text (a presentation accommodation). The team hopes this will help him read more efficiently and complete science reading assignments in the allotted time because he will not have to strain to read small print.

For Your Information

Teachers often have first-hand knowledge of what works with the student in their classrooms. For this reason, they are valuable members of the IEP team, play an integral role in this process, and should be active participants.

In addition to considering the type of accommodation that would best support the student given the barrier presented by his disability, the IEP team might also consider and discuss the following to help identify a potentially effective accommodation.

Present levels of academic achievement and functional performance

Individual strengths and needs

Specific learning goals

Academic or social behaviors that interfere with the student's learning

Modalities (e.g., visual, auditory) that work best for the student

Accommodations that have already been tried (what has and has not worked well)

Some of the challenges presented by the use of these accommodations

How the accommodation will be evaluated to determine whether it is working

Whether the student is amenable to the accommodation and will likely use it

As they try to determine the type of accommodation that will likely support the student, the IEP team should keep in mind that decisions are individualized to the student and should not be based on a specific disability category. Listen as Ryan Kettler, Candace Cortiella, and Martha Thurlow offer suggestions about identifying and selecting accommodations.

Ryan Kettler, PhD
Applied Core Faculty
Rutgers Graduate School of Applied and Professional Psychology
Rutgers University

(time: 1:37)

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View Transcript
Martha Thurlow, PhD
Director of the National Center on Educational Outcomes
University of Minnesota

(time: 0:52)

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Transcript: Ryan Kettler, PhD

Disability status or disability category is not a sufficient way to identify which accommodations will be effective. You really need to dive into the assessment information and find where those functional impairments are that might affect performance or ability to show what one knows he can do on a test. For example, two students might have specific learning disabilities, but one may have a working memory impairment, and that could be addressed through an accommodation like reducing the amount of spread across pages, or reducing the number of answer choices, so that there doesn't have to be as much information that's kept in the working memory. Another person might have a specific learning disability and may have a processing speed impairment or really low processing speed, and that student would benefit from having extra time, or would likely benefit. Accommodations decisions should always be made based on not only the individual strengths and weaknesses of the person but also the access skills that are demanded by the instructional activity or by the test. If the demands change, every time you're considering a new test or a new instructional activity you have to readdress which accommodations are going to be appropriate for that student. Every time that the demands change of the situation-whether it be a test or an instructional situation-there has to be a reevaluation of the access skills that are necessary and whether or not the accommodations are appropriate in that new situation.

Transcript: Candace Cortiella

It's not unreasonable at all to go through some period of testing out accommodations to see if they do help the student with the access skills, and is the student going to embrace the accommodation. Are they actually going to use it or are they going to reject it in a classroom or test setting? The other thing to remember is that this is not an "if some is good, more is better" situation. I have seen through my work as a parent and as a parent advocate it's schools and teachers having a standardized menu of accommodations that they want to give students, dictated by the student's disability category. This is not a good way to go about making accommodations decisions. In fact, it's not a good idea at all to over-accommodate students. There are a lot of dangers in that, and one of the biggest ones is that they really won't be learning the content; they'll just be using their accommodations. And as they grow up and go to college or whatever, they're not necessarily going to have access to all those accommodations, so it's not a more-is-better situation.

Transcript: Martha Thurlow, PhD

The three top ones that I think about: Make sure that accommodations are individualized. That's one. And then two is closely related, and that is don't assume that what works for one student will work for another student. Nor should you assume that what works for a student in one content area is going to work in a different content area. Definitely, the notion of cutting and pasting is something to be avoided. The individualized is really important here when we think about accommodations. And then my third is a warning to not provide too many accommodations. Check out whether accommodations are doing what is intended by charting, by observing to know what's really happening with accommodations. Those are my top three.

After they have chosen the appropriate instructional and testing accommodations for a student, the team should document them on the student's individualized education program (IEP) or 504 plan. Although these vary by state, the forms include several sections where accommodations can be specified: communication and AT special considerations, supplemental aids and services, and assessment sections.

For Your Information

It is important that a student understand his disability and what accommodations can help him in school. By taking part in IEP meetings, the student can begin to learn to speak up for himself and his own needs. A student who is involved in the accommodation selection process tends to use the accommodations more often than one who is not involved. Through this process, the student learns to self-advocate and to make important decisions about his needs that he can then apply on the job or when attending post-secondary education.

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IRIS | Page 4: Selecting an Accommodation

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Identifying and selecting instructional and testing accommodations that will allow the student to access learning is the responsibility of the individualized education program (IEP) team. Before the team can select an accommodation to help a student meet his learning goals, however, they must first identify the barrier affecting his academic performance.

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Professional development opportunities come from either your district or your local Intermediate Unit. Below are professional development sessions I participated in that were very helpful to me to learn how to teach multi-lingual learners:

1. Station Rotations (teacher instruction, online, collaboration) are great for supporting ELL student's instruction.

2. Classroom observation and recording data to aid English Language Learners achieve goals.

3. Keeping PD's training resources available for the engagement of students (online programs).

4. Learning a few language phrases to engage with the student language, Charts in other languages, and Posting visuals of different languages around the classroom.

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1. Getting to know your (ELL) students' language customs, and cultural backgrounds.

2. Welcoming students to your safe classroom environment to build relationships.

3. Provide resources to help (ELL) students with social-emotional learning (SEL).

4. Collaboration between general and ESL teachers.