I believe that the most effective learning occurs when students are encouraged to “buy into” the learning process, or in other words students are shown that the material they are being taught is relevant to their lives. “To make the learning meaningful and longest lasting, [teachers should] build the curriculum around student interests, capacities, perceptions, and perspectives,” (Kellough & Kellough, 2011, p. 111). This idea ties back into my earlier discussion of empathy and rapport building with your students. In order for a teacher to effectively facilitate student interest in the learning process, they must create learning opportunities tailored to that individual student, “therefore, you need to know your students well enough to be able to provide learning experiences that they will find interesting, valuable, intrinsically motivating, challenging, and rewarding,” (Kellough & Kellough, 2011, p. 111).

 My teaching philosophy will be clear to my students in the syllabus, in my explanations of class activities, and in visual reminders throughout the classroom. To keep this communication as effective as possible, I will use positive language, focus on “do’s” instead of “do not’s”, and remind my students that the overarching goal of the class is to support their individual learning processes.

Effective communication, however, doesn’t begin or end with me simply telling my students my expectations and my values.  So often in education, teachers are portrayed as the singular voice within their classrooms, and while its true that a teacher must maintain respect to be effective, it is also important that every voice in the secondary classroom be heard. Teachers who realize “that to have students listen to them, they, too, had to listen and hear their students when they were trying to convey their desires in the classroom,” can work “...to infuse the needs of their students into the curriculum without sacrificing standards or high expectations,” (Winn & Johnson, 2011, p.8). Therefore, I also want to have conversations with my students about their educational values and their expectations. This process begins with me listening, and modeling for my students what active and engaged listening looks like. 

Kellough, R. D., & Kellough, N. G. (2011). Chapter 4- The Classroom Learning Environment . In Secondary school teaching: A guide to methods and resources (Fourth, pp. 102–149). essay, Pearson. 

Plotinsky, M. (2019, October 10). Creating a classroom culture of shared ownership. Edutopia. https://www.edutopia.org/article/creating-classroom-culture-shared-ownership. 

Toshalis, E., & Nakkula, M. J. (2012). Motivation, Engagement, and Student Voice. Jobs for the Future, 1–42. https://doi.org/https://studentsatthecenterhub.org/wp-content/uploads/Motivation-Engagement-Student-Voice-Students-at-the-Center-1.pdf 

Winn, M. T., & Johnson, L. P. (2014). Writing Instruction in the Culturally Relevant Classroom. National Council of Teachings of English.

Here are some examples of promoting student ownership and the inclusion of student voice in the secondary classroom:

Giving your students ownership in the classroom, “...is the antithesis of depersonalized, standardized, and homogenized educational experiences because it begins and ends with the thoughts, feelings, visions, and actions of the students themselves,” (Toshalis & Nakkula, 2012, p.23).  I believe “...that the more educators give students choice, control, challenge, and collaborative opportunities, the more motivation and engagement are likely to rise,” (Toshalis & Nakkula, 2012, p. 27).