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My Philosophy of Teaching
Rachel Begleiter
Westminster Choir College
December 2014

Author Note
Rachel Begleiter, Music Education, Westminster Choir College.
Correspondence to this article should be addressed to Rachel L. Begleiter
Email: begleiterr@rider.edu

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INTRODUCTION
I was rebellious and stubborn in my ways of thinking as young student. In elementary
school, I had the nerve to argue with my teachers. I was persistent to prove that they were wrong.
From a hindsight view, I was a spoiled brat. However, my behavior as a child intrigues me today
because of the course Critical Pedagogy II, under the direction of Dr. Frank Abrahams. I did not
realize then that I was applying tenets of critical pedagogy. I was thinking critically, and my
actions were breaking the social norms between student and teacher, creating a shift in the power
structure. If I could so as a small child, why can I not do so as an educator? Of course, my
approach to situations is much different from eight-year-old Rachel.
In high school, I was involved in an independent study with my choral director for
Concert Choir, which is an introductory level choir. From that experience, I came to the
realization that the why inquiry was not established in the program. Countless students
enrolled for choir because they thought it would be easy. No one who questioned the process
spoke up. My experience with Concert Choir was an on-going cycle of students reading from
sheet music with no context or personal connections. To be fair, many of these students had no
interest in choral music. One major flaw of the Concert Choirs, I believe, was that the music
chosen was not relevant to the students lives. Lessons did not address connections that would
allow students to take stewardship in the music making process that included making the music
their own. McCarthy (2012), writes that millennial learners commitment to stewardship is a
powerful belief that obstacles, like bugs in software, can be fixed, (pg.13). This course did not
apply their resourceful nature.

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These classroom experiences influenced my thoughts towards a transformative and

conversational teaching model where the students relate the subject matter to their lives and dare
to question, reflect, and act on the topic.

A TRANSFORMATIVE AND CONVERSATIONAL TEACHING MODEL

After examining the concepts of various pedagogues, I have now begun to make my own
unique philosophy to the art of teaching. I firmly believe that teaching is a form of
communication that centers on the students and evokes a sense of dignity and worth to each
student. The teacher shares passion and knowledge with their students. Abrahams (2010),
believes that, good teaching promotes substantive conversation through a dialogue. This
approach brings meaning to the topic to which the students can respond critically and relate
thoughtfully. Wink (2011), suggests one approach that ignites praxis and leads to action
(pg.75). This method called Problem-posing stems beyond its purpose as a method. It opens
doors to possibilities that even the teacher could not conceive. Therefore, the teacher can enjoy
and learn from the enriching experience of the students taking ownership and pride in the
questions and reflections.
Through this communication, the teacher immerses the students in an experience rather
than feed information like money feds a piggy bank. Said experience allows the students to
observe, interact, and question what the teacher has presented. Students therefore have a
contributing role in the lesson; they are not mere sponges passively listening to the teacher.
Within this experience, the teacher gives the student the courage to speak up. Too often, the
teacher can place the student on the fringes of power. Trigger words such common, regular,

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them, etc. marginalize the students. This feeling of being devalued and unworthy contributes to
silencing their voice. As a teacher, it is my duty to know and understand each student, giving
them praise or attention, they deserve.
As the conversational class continues, conscientization emerges in the teacher and the
students. The interactive dialogue connects to their experiences, and they truly begin to know
what they are discussing; even more, they internalize it. Together, teacher and student discover,
improve, and are empowered by the knowledge that they have come to comprehend. The teacher
is the inertia that created the snowball effect on the students. What starts as a ball of clay grows
and evolves into something more meaningful and relevant to them. With this newfound
conscientization, the students confidence level increases, this inspires them to engage further in
the conversational teaching model. Although some students may not be comfortable with this
approach, one function of education that I believe is to take students out of their comfort zones in
order to develop them from where they are as learners. One might say that conscientization
allows the students come out of their shells and open up to the process of learning.
The teacher gains something from the conservation as well. Scott (2009) suggests,
engaging in dialogue with students also provides teachers with vital feedback on the progress of
learning, (pg. 9). Through dialogue, the students are not only discussing the topic, but also
expressing opinions that will influence the teachers approach to future lessons. In addition, the
teacher structures the lesson to make learning visible. The teacher emphasizes learning
intentions, sets parameters for success, and elevates peer activities. By doing so, feedback is not
only given, the students seek it out.

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Through the experience of a transformative class, Wink (2011) describes students that
gain realistic pictures to visualize and to experience, (pg. 8). Students are in the real world and
participate in real activities. The transformative model creates a partnership between teacher and
student. Furthermore, this model involves interaction with the learning community as a whole,
integrating Partnership for 21st century skills student outcomes: creativity, critical thinking,
communication, and collaboration.
In the free flowing conversation as described in Winks book, I thought about applying
the phases of creative dialogue to this teaching model. I intend for this integration to stimulate
the student in not only logical, practical thinking but creative as well. Wink states four phases to
this form of dialogue from Ada and Campoys (2003), framework. In the descriptive phase, the
students process the information and begin to understand the content. In the personal interpretive
phase, the student relates the information to the real world. In the critical phase, the students
objectively reflect on what they learned. The last phase connects the previous phases into a
creative product. The student can begin to create and transform from the insight they have
processed. The creative dialogue process results in students taking ownership of what they
learned and the teacher is facilitating their creative growth. Additionally, the teacher can apply
these phases in any context to their subject matter and lesson plan.
THE PRACTICALITY OF TEACHING
Learning is a process that some consider not teaching but facilitating. The teachers role
seems limited in this view. When integrating the ideas of critical pedagogy, the teacher is also
the promoter of active engagement in class. While the student could engage in thoughtful, critical
discussion on their own, Mascolo (2009) states, the goal of promoting active engagement

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cannot occur in the absence of authoritative teachers who play a central role in organizing the
structure, content and direction of a students learning, (pg. 8). This concept proves the
importance and practicality of the teachers role in learning.
With the 21st century developing millennial learners, the teacher adapts and structures the
class to function to their learning needs. McCarthy (2012) describes the four key attributes to
instructional choices. Two of these attributes intrigued my interest in applying them in my
lessons. First, Their capacity for networking is all about what we can do for each other, (pg.
13). This involves team building, making connections with others. One concept to consider is
encouraging independent work. Too often, students may take advantage of the team effort. In
doing so, they pass on the responsibility to one student, and they barely contribute to the activity.
This behavior is unacceptable because it encourages laziness and one form of abuse. As a
teacher, I put upon myself to enforce activities that involve independence. Practically, this idea
occurs in real life considering growing individuals must learn to do things by themselves.
However, I do not dismiss the application of group activities because the traits it influences:
leadership, effort, teamwork, etc.
The second attribute is their access to unlimited expert knowledge is enormous, speedy,
and multi-cultural, (pg. 13). The teachers preparation and understanding of world news is
beneficial to teaching practices because one never knows when students will discuss such
subjects in the class. On the other hand, activities that avoid the use of technology allow student
to engage social interaction with others. Unplugging from devices for one moment can
encourage them to lead a healthier lifestyle. Furthermore, I believe that teacher must honor their
world of technology while reinforcing good habits of socialization.

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THE TEACHER AND THE STUDENT

The location of the classroom should not disrupt the fact that the teacher is the main
influence. In both urban and suburban communities, students may not come from the best homes,
or they may not be going through the best of times. Students may need someone to talk to,
someone to listen. Thus, the teacher becomes the mentor and counselor for the student. This
weighted responsibility shapes my thoughts on the teacher/ student relationship.
On October 10, 2014, Dr. James Jordon gave a seminar, for Westminster Choir College
Music Education Lab, on the qualities of a good teacher. He looked at a humanitarian approach
to teaching. Jordan suggested that students come to class for the teacher, not for the teachers
competency or subject. He believed that good teachers connect with students as human beings,
not as students. From this idea, students remember who the teacher was and how they influenced
them. Whatever the subject matter, Jordan (2014) believed it does not matter because students
will do something when the teacher cares about the student. The teacher holds the key to
unlocking the learning process for their students. Thus, Jordan (2014) stated, Human
relationships open doors to learning. The teacher brings beauty into their lives because it may
be the only thing beautiful in their lives. Most importantly, Jordan focused on the teacher
knowing who they are as a person. If they do not, they have nothing to work with. Furthermore,
these philosophies connect to the teacher bringing love into the classroom, which influences their
students to learn and grow.
Simpson (2005), wrote that it is a critical responsibility for a teacher to nourish a
healthy, educative setting, (pg. 46). Creating this setting involves the teacher to use their
knowledge about their students through the influence of their cultural capital. The students

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background is an essential piece of the puzzle to consider in creating their learning environment.
Through this process, the teacher expands beyond promoting success for specific groups in
society, but in fact, all individuals can reach their potential when the teacher understands where
they come from. By respecting what they know and what they have experience, the teacher
bridges the gap where the learning environment and real life separate. I believe that this gap
should not exist. My main influence for this belief stems from the insightful quote of John
Dewey, Education is not preparation for life; education is life itself.
CONCLUSION
Lack of connections and dialogue in my high school experiences convinced me to apply
those concepts and many more to my philosophy of teaching. Like music chosen for rehearsal,
the teachers decisions should relate to real life, creating a more purposeful and practical
approach to the class. I believe in communicate the knowledge, not lecturing about the subject.
Students therefore engage in conversation to express their idea and connect with others.
Through Winks transformative teaching model, students think critically, reflect, and
create from what they learned. The teacher does not spew facts or assign busy work for no
practical reason. Instead, the teacher pushes the student to their potential through critical
pedagogy. Students are actively thinking and responding to the teacher as the learning process
continues. They become courageous by shifting the power structure of the classroom. Then, the
teacher can facilitate their development.
To understand McCarthys knowledge of the millennial learner is to understand the
students that are in schools today. While their attributes are admirable, the teacher must also
incorporate moments when students may be out their comfort zone. This links to their growth as

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students and as human beings. The teacher respects and applies the students access to expert
knowledge or their willingness to work together in a collaborative effort.
Simpson, inspired by John Dewey, suggests creating a healthy, intellectual environment.
Here, the teacher respects and understand their students background and uses it to maximize
their potential. In addition, this environment builds a learning community where learning is a
continuous cycle, and the curriculum, teacher, and student are not in isolation. According to
Simpson (2005), the student is an active learner who is pushed by her impulses, desires, and
purposes, (pg. 76).
A conversational teaching model produces students who are actively engaging and
voicing in discussion. The teacher then absorbs the contributions from the students to gain
feedback on the topic. Students create a shift in the power structure of the classroom in which the
teacher is the student and the student is the teacher. Without this balance, students lie on the
fringe of power, and discourse from the teacher silences them. Incorporating a transformative
class with creative dialogue encourages participation and active learning. Therefore, my
philosophy of teaching is developing from student centered learning, inspiring them to take pride
and leadership in their learning.

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REFERENCE LIST
Abrahams, F. (2013, January 1). Frank Abrahams | Professor of Music Education. Retrieved
November 17, 2014, from http://www.frankabrahams.com/philosophy.html
Framework for 21st Century Learning - The Partnership for 21st Century Skills. (n.d.). Retrieved
November 23, 2014, from http://www.p21.org/about-us/p21-framework
Jordan, J. (2014, October 10). Qualities of a Good Teacher. Seminar at Westminster Choir
College.
Mascolo, M. (2009, January 1). Beyond student-centered and teacher-centered pedagogy:
Teaching and learning as guided participation. Retrieved November 19, 2014, from
http://www.academia.edu/1027631/Beyond_student-centered_and_teachercentered_pedagogy_Teaching_and_learning_as_guided_participation
McCarthy, B. (2012). The learning cycle: The 21st century and millennial learners : Who they
are and how to teach them. Wauconda, IL: About Learning.
Scott, C. (2009) Talking to learn: Dialogue in the classroom. The Digest, NSWIT, 2009
(2).Retrieved November 20, 2014, from http://www.nswteachers.nsw.edu.au
Simpson, D., & Jackson, M. (2005). John Dewey and the art of teaching: Toward reflective and
imaginative practice. Thousand Oaks, Calif.: Sage Publications.
Wink, Joan (2011). Critical Pedagogy: Notes from the Real World. Pearson.