Teaching+Philosophy

** Teaching is Art and Science **

As a computer science teacher, my job is to provide students with the best opportunities to use their critical thinking and problem-solving skills –abilities important to computer science as a basis for learning more advanced material. To effectively apply my knowledge and expertise in form of teaching, I must understand the theories of education. I must master the variety of perspectives and strategies that allow flexible applications of instruction (Santrock, p. 5). I must also be able to adjust to the needs of my students. My students must always be motivated and encouraged to be engaged learners. I must be artful in my strategies when using scientific methods and theories to instruct my students. In short, my teaching philosophy is an art and science.

** Teaching as a Science **

Computer science is compared to mathematics. It requires attention to detail and organization. It requires higher-order thinking skills and digital citizenship to effectively learn and live productively in this technological global society Students must be able to:
 * Demonstrate creativity and innovation
 * Communicate and collaborate
 * Conduct research and use information
 * Think critically, solve problems, and make decisions
 * Use technology effectively and productively (ITSE).

In order for students to acquire the higher-order skills, I must understand that cognitive changes such as increased speed, automaticity, and capacity of information processing. To tap into this new capacity, I must challenge my students to be intellectual risk-takers, encourage my students to explain “how” and “why”.

** Teaching as an Art **

In Art, the accepted answer is the answer that works at the particular moment. This means that there may many strategies to find an answer. But is it the best, most efficient, and long lasting? In education, one strategy to motivate students will work one day, but not the next day. This is where creativity and judgment becomes very important when developing lesson plans, instruction, motivation, and assessing students. Students come with many different characteristics, social and ethnic backgrounds, learning styles, and physical abilities. Teaching is not a “one size fits all” practice (Santrock, p. 6). Teaching is part adaptation. My instruction must reflect students’ needs such as their multicultural characteristics and their multiple intelligences. These interchangeable strategies are imperative to the needs of my students, my profession, and my community.