The overriding importance of my teaching philosophy is establishing strong relationships with students. By illustrating that I care about their needs and desires, I hope to become approachable and produce a sense of belonging. In my opinion, students possess an innate need to belong to social groups, and the development of positive relationships is imperative to fulfilling this need. According to Dreikurs, "Students can often seem complicated and confusing to their teachers; most of them just want their teachers to take the time to ask questions, tell stories, and take a genuine interest in who they are." outside the classroom” (Daniels, 2011). It is essential that I establish positive relationships with students, through a supportive and democratic teaching style. With a strong emphasis on democracy in my teaching philosophy, students have the opportunity to learn while expressing their creativity and critical thinking. This method allows students to question all aspects of learning, learn from mistakes, and develop a sense of independence. As a teacher, I become the facilitator of learning rather than the dictator. Students are social beings with a desire to belong, which is why my teaching philosophy supports social acceptance. Students who are well adjusted and feel a sense of belonging within the classroom are more likely to conform to the group and demonstrate positive contributions. While students who do not possess the same feeling are likely to misbehave by defying the needs of the group, in an attempt to maintain their social status. Furthermore, students are decision-making bodies and their behavior is “determined and goal-directed” (Dreikurs, 1968). Dreikurs' model of social discipline argues that it is possible...... middle of article...... Heathcote, 1995). This method leads students to become aware of their learning, within an explicit structure; “Through skillful questioning and negotiation, the teacher can encourage students to think about how learning is happening, and even to renegotiate aspects of the learning environment before returning to it” (Aitken , 2013). Students are provided with a classroom structure, but are encouraged to experiment with different forms of research, problem solving, and presentation of work. Essentially, students are constrained by instruction, while also being supported in their thinking about choices, independent problem solving, and appropriate use of tools and materials. This method requires a higher level of thinking and increased emotional intelligence, integrating "students' internal motivational resources into the learning activity" (Reeve & Halusic, 2009).