Professional Documents
Culture Documents
EDUC 640
Teaching Philosophy
A strong teachers philosophy should embody what Dr. Richard Allington describes as
exemplary, responsive reading instruction. In his article, What Ive Learned about Effective
Reading Instruction from a Decade of Studying Exemplary Classroom Teachers, Dr. Allington
discusses his six Ts of effective literacy instruction. The first T, time, refers to increasing the
amount of instructional time being placed on reading and writing instruction. Teaching time
should be spent on well-thought out, explicit instruction, rather than adding class time to read
and write. The second T, texts, refers to providing students with a rich and expansive supply of
texts. The idea of one-size-fits-all contradicts best practices in reading instruction. There
should be multi-level texts available to students all day, instead of just during an intervention
time. The third T, teaching, refers to the modeling and demonstration of strategies that good
readers use. Best practices save teachers from the arduous trial and error of finding what works.
When a teacher models the thinking that strong readers use, students gain a pathway for reading
any type of text. Students not only need to be taught these best strategies but also need time to
practice those strategies. The fourth T, talk, refers to purposeful student to student and student to
teacher talk. During instruction, teachers pose more open-ended questions to encourage
classroom discussion and debate. The fifth T, tasks, discusses the importance of giving students
longer, content-integrated assignments and projects. Often times multiple assignments and tasks
lack substance and challenge for students. The more in-depth tasks allowed for student choice
and create student engagement and ownership. The last T, testing, refers to the way in which
exemplary teachers assess their students. Best practices show that teachers should be assessing
based on effort and improvement instead of arbitrary achievement standards. These types of in-
depth assessments give all students an opportunity to achieve the grades they deserve, grades that
increase motivation and reward their efforts. These six Ts, which are strategies used frequently
Allingtons first T, time, stresses the importance of incorporating reading and writing
instruction across all content areas. Time during a teaching day is a valuable commodity and
should not be taken up by menial tasks or activities that are merely busy work. The teaching
occurring during the school day should be based on best practices. Allington discusses how tasks
replaced for stronger instruction that doesnt become just a time-filler. For teachers to maximize
their impact on learning, they should engage students in what has proven to be effective:
classroom discussion, formative assessment, feedback, objectives that are stated clearly to
students, etc. These practices should be incorporated in every subject and every subject requires
reading. Many teachers just teach reading and writing during the pre-determined reading and
writing times. In my own experience, students are truly engaged when they are talking about
what they read and when I give feedback, that validation increases their motivation. By
incorporating in-depth practices throughout the day, students will gain valuable practice and
The next T, texts, highlights the need for schools to have a rich supply of books.
Classroom teachers should have below-level, on-level, and above-level texts. They should have
bins with a variety of genres: fantasy, fiction, informational, and humorous. Students should be
able to read picture books or novels. These facts seem so simple, but in reality many teachers
classroom libraries are sparse and/or unappealing. Often times, district mandated basal reading
series limit teachers from incorporating rich text in their teaching. When all students are reading
the same story at the same level, teachers are failing to address the individual learner. Students
should be able to have choice in what they read. When classrooms are devoid of choice, students
become less engaged. Reading instruction then becomes a spinning wheel that isnt going
anywhere; the reading routine lulls students into a lackadaisical state, causing them to lose their
natural love of reading. Lastly, students should have access to this variety of text throughout the
entire day. Students should be able to read a novel about science, a comic book about history or a
memoir about a mathematician. Lower-level readers should have the option to pick up a book
that interests them even if the book is higher than their reading level. If we box our students in
too much, they have no room to grow. In my classroom, the addition of a reading corner,
complete with a rug and a child-sized couch and chair, drew my students to read more during
their free time. A couple trips to garage sales and a donation from my grandma provided fresh
reading content for my students. This designated space and the coziness of it, sent the message
that reading is important and encouraged, and the variety of books in this space validated my
The third T, teaching, reinforces the importance of this profession: students need teachers
who will actively instruct them. Learning can happen without teachers by the reality of cause and
effect, but active instruction makes learning happen more efficiently and effectively. Explicit
instruction of concepts and topics is paramount for students to learn at the best pace possible.
Teachers need to model the thinking they engage in as they attempt to monitor reading or decode
a word. Students cannot learn these skills on their own, and if left to do so, they will fall behind
their peers who are fortunate enough to have a teacher who is using best practices. Modeling and
demonstration are teaching strategies that master teachers use. There is a line, though, between
explicit instruction and students independent use of strategies. If we model and demonstrate too
much, students will become too reliant or too bored. Overuse of modeling can also cause
students to doubt their own creativity. While at a workshop, a visiting presenter was instructing
the teachers on Marzanos use of data driven instruction. The monotonous presentation which
modeled how to use data was so irritating I became unmotivated to listen, so I vowed to be
concise when modeling for my students. I have found a happy medium where I use explicit
instruction through modeling while at the same time encourage students independence.
The fourth T, talk, is all about purposeful classroom discussions. According to Allington,
exemplary teachers encourage and support an increased amount of student to student and student
to teacher talk during the day. This talk must be meaningful to content and not be led by the
teacher. Using talk moves, such as repeating, adding on, or giving wait time, help students feel
empowered as learners in the classroom. Using purposeful discussion and talk moves has
changed my way of teaching. Instead of direct instruction, students are able to run the show.
Instead of the traditional interrogational questions, students are able to discuss ideas, concepts,
strategies, and hypotheses with each other and the teacher. This T, talk, is all about posing open
ended questions and allowing purposeful discussions to take place. An added benefit of this
approach is how talk enriches writing. After a frustrating night of grading writing, I asked a
colleague what she thought helped students become a strong writers. She said she could only
answer the question for her personally, and then cited a college class that was rich in discussion.
She said this class allowed her to find her voice, to negotiate the contrasting ideas of her
classmates, and to sort and then articulate the ideas percolating in her mind after reading the
assigned materials. I recalled my own experiences in several classes and realized why I most
valued my communication classes: the great discussions. We ask students to write without first
asking them to think, and the best way to prompt thinking is to prompt talking.
The fifth T, tasks, connects to the importance of talking since talking is one of the tasks
in the classroom; however, there are other effective classroom activities. Best practices call for
assignments given to take up time or keep students quiet. In order to create these tasks, teachers
must be knowledgeable of all content areas curriculum, especially when it comes to pursuing
create more meaningful and complex assignments, and by adding choice to those assignments,
teachers can improve engagement and honor the individual student simply by adjusting the way
assignments are presented. For example, if students are discussing the Oregon Trail in social
studies, the teacher can integrate math into the lesson by prompting the students to figure out
how many miles could be traveled in one day; students could choose how to calculate the
number of miles and how they would present that information. They could create a PowerPoint
presentation, a poster, a skit, or a write a paper. Giving students choice then leads to more
engagement in the assignment. When students are allowed choice they feel a greater sense of
The last T, testing, reflects the need to assess how students are learning. The progress of
students is information required for the students, the parents, the school administrators, and, most
importantly, the teacher. If the teacher realizes, through testing, that the students have not
reached the objectives, the teacher must face the fact that the lesson, no matter how elaborate,
how aesthetically pleasing, how time-consuming it was to create, does not work. The teacher
must then make a change. In other words, testing is an essential tool. This tool, though, can be
used in a variety of ways. Should teachers test progress, effort or standards? According to best
practices, teachers should grade more on effort and improvement. This way all students have an
opportunity to be validated for their growth. I have noticed that using achievement based
assessments limited the efforts of my higher achieving students. My lower achieving students
soon realized that no matter how hard they worked, they could never compare to their peers who
were high achieving students. Achievement based grading creates a situation where both teachers
and students are discouraged. Most teachers dont enjoy handing out failing grades. However,
while grading on improvement is more desirable, this approach requires teachers to have a
complete knowledge of all their students abilities in all subject areas. Without this knowledge it
is impossible to reward improvement with a grade. The subjectivity of this type of grading is
mentally challenging. Gauging effort is sometimes easier than gauging growth. Best practice
teachers do not rely on tests only to evaluate their students (a point also mentioned in the
teaching section). Best practice teachers believe that good instruction leads to enhanced
performance for students, and with active formative assessments, teachers can more accurately
identify effort and improvement, and use testing to inform and modify their teaching while at the
same time give students the kind of feedback that rewards curiosity, effort, risk-taking, and
individuality.
Richard Allington six Ts highlight best practices and the acronym concisely guides
teachers to those practices specifically in the area of reading instruction. Time, texts, teaching,
talk, tasks, testing are the Ts that, when used effectively, create exemplary teachers. Good
teaching doesnt just happen because a teacher wants it to; good teaching is an art; its a craft that
needs study and practice, but the classroom environment is complex and demanding. It is my
plan to take each of the Allingtons Ts and concentrate on them one at time until each T
becomes habitual for me. It may take some undoing of habits Ive learned from my own
schooling, and though the Ts will take time to consistently integrate into my classroom, their