Running head: MY PHILOSOPHY OF EDUCATION

My Philosophy of Education
Priscilla Gutierrez
Ed. W. Clark High School

MY PHILOSOPHY OF EDUCATION

Abstract
This paper explores the eleven areas of my philosophy of education including my: Discipline
Theory and Management of Student Behavior and Classroom Learning Environment. It
delineates my theory and methods in making accommodations for both students with Special
Needs, and EL Learners as well as my utilization of differentiated instructional methods in order
to meet the needs of each student and ensure their success. This paper also describes my theory
of the type of relationships teachers should have with their students. The following areas are also
implored: Equity and Diversity in Education, Methodology in Education; Lesson Plans, Morals
and Ethics in Education, Standards, Expectations and Assessment, Philosophical Orientations,
Collegiality; Collaboration with Colleagues, teacher duties/professional development, and
Teacher Evaluation/ Five Performance Domains. This research allowed for me to have a broader
perspective of education of all the areas behind the scenes.

Keywords: education, philosophical orientations, management, accommodations

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My Philosophy of Education
Beliefs about Teaching and Education
This section explores my philosophy regarding teaching styles, discipline and management
theories in correspondence with Rodulf Dreikurs theories, as well as Jacob Kounins
theory and Dr. Howard Gardners multiple intelligences theory.
Discipline Theory and Management of Student Behavior
Something that will forever be ingrained in the mind of a child, is their first experience in
a school setting, along with the educators they had early in life which laid the foundation for
everything they will learn in the future. A teacher and the way in which their employ their
classrooms can either make or break a childs first steps on the stairwell that is education
(Personal communication, Wagner, L., November 2015) For this reason, I believe that teachers
should recognize the potential for impact they can have on lives of those children; because at the
end of the day, when the students develop and continue with their education, they will look back
on their teachers they might not remember what they did butthey will remember the way that
teacher made them feel. And I believe that this is valuable beyond measure, as students spend
over half their lives at school, teachers are their role models, for this reason it is important that
students see from their instructor how to be respectable law abiding citizens, who have respect
for others as well as themselves (Personal Communication, Ho, J., December 12, 2015).

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Issues in the classroom concerning discipline are inevitable, however can be greatly
diminished or avoided if the correct methods are implemented. I am in agreement with Rodulf
Dreikurs (1972) classroom management theory which identified the four feelings which
motivate a childs misbehavior: (1) Attention getting, (2) Power and control, (3) Revenge, and
(4) Hopelessness and Inadequacy. Like Dreikur, I believe that all student misbehavior has an
explanation, whether that student feels bored, unnoticed, angry, the need to be in control, or
inadequate, its important to try to understand that student and why they act the way they do
instead of directly attacking the student or labeling them as the bad kid or the troublemaker
of the classroom. Not only do names like these personally hurt or anger the child, it opens the
door for the other students to tease that student and label them as well. Similar to Dreikur, I did
not believe in the use of punishment, reinforcement, or praise. I believe that natural/logical
consequences and the process of encouragement are the most useful techniques for preventing
discipline issues; encouragement is more important praising because a misbehaved child is a
discouraged child. Encouragement focuses on effort rather than achievement, so it gives positive
feedback to children who are trying hard but may be unsuccessful. Encouragement motivates
them to continue trying. Praise is a reward given for a completed achievement, whilst
encouragement is an acknowledgement of an effort. Praise tells students they have satisfied the
demands of others while encouragement helps students evaluate their own performance. Praise is
patronizing; the person who praises has a superior position but encouragement is a message
between equals, etc.
In terms of management of student behavior, I believe that Jacob Kounins (1970)
discipline theory of withitnesswhich describes the need for the teacher to be aware of what
is going on in all parts of the classroom at all timesis the key to tackling behavior problems

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before they even have the opportunity to unravel. This can be achieved through periodic
scanning of the classroom, organizing the room so that students are always within eyesight, and
specifically moving toward impending misbehaving students, thus, redirecting students to
prevent misbehavior.
Multiple Intelligences. As an educator, it is crucial to recognize that every student has a
unique way of learning and has different strengths that allow him/her to process information and
learn. As developed by Dr. Howard Gardner in 1983, I believe in the theory of multiple
intelligences to account for a broader potential in students. The intelligences include: Linguistic
intelligence ("word smart"), Logical-mathematical intelligence ("number/reasoning smart"),
Spatial intelligence ("picture smart"), Bodily-Kinesthetic intelligence ("body smart"), Musical
intelligence ("music smart"), Interpersonal intelligence ("people smart"), Intrapersonal
intelligence ("self-smart"), Naturalist intelligence ("nature smart"). As an educator, I recognize
and want to give equal recognition to those who show gifts in the other areas other than English
and math that society tends to overlook: the artists, architects, musicians, naturalists, designers,
dancers, therapists, entrepreneurs, and others that enrich the world in which we live. The best
way to incorporate the different intelligences into lessons is through differentiated instruction in
which a teacher is able to anticipate and respond to a variety of student needs in the classroom by
modifying the content. According to Smith and Tyler (2010) Different approaches to learning
should be available so that differences in learning styles, culture, and need for supports are
available. (p. 27). The method of multiple intelligences is wonderful in that it provides eight
pathways to learning: words (linguistic intelligence), numbers or logic (logical-mathematical
intelligence), pictures (spatial intelligence), music (musical intelligence), self-reflection
(intrapersonal intelligence), a physical experience (bodily-kinesthetic intelligence), a social

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experience (interpersonal intelligence), and/or an experience in the natural world (naturalist

intelligence).
Classroom Learning Environment and Management Resources. As an educator, I strive
for a positive physical, psychological and instructional atmosphere, one that allows students to
feel comfortable and confident as learners. I believe that a positive physical learning
environment is one that is bright, colorful, clean, organized and arranged in a way that materials
are easily accessible. I want all my students to feel that my classroom is a safe, welcoming,
diverse, and flexible place to be (HighScope Educational Research Foundation, 2016). As a
student myself, I learn best and feel most welcome when a teacher has a calm, patient demeanor;
I want to employ the same feeling with my students. In order to maintain a positive control of my
classroom, I want to be a role model for kind words and actions (Personal Communication,
Ho, J., March 2015) because I know that students react negatively when they feel situations are
unfair.
Making Accommodations: Special Education/ EL Learners. In order to be a wellrounded educator, it is crucial to anticipate and be prepared for situations in which a student who
is intellectually challenged or is in the process of learning English will need changes in order to
overcome or work around their disability. I believe the following accommodations are
appropriate for both special education and EL students. These students may need alternate forms
of assessment, so those that may have trouble writing may want to give their answers orally,
pictorially (by drawing), or even through acting things out to demonstrate understanding. Also
during assessment it is important to accommodate for the time given to test, and give extra time
as needed as it make take a special education or EL student twice the amount of time it may take
a regular student(Personal Communication, Dincel, December 2015). During learning, special

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education and EL students oral skills usually tend to be higher than their reading and writing
skills, so its important to adjust assignments based on the instructional level of the student by
giving that students material at their own reading level. These students may need other smaller
accommodations in order to stimulate learning such as; time spent one-on-one with the
instructor, copies of teachers lecture notes, perhaps giving a large print book or a book on a CD
(digital text), etc., being aware that the needs of each student are unique.
Beliefs about Students

Teacher Relationships with Students

I believe that establishing an atmosphere of trust in teacher-student relationships is the
most important factor that determines the success of the students. I agree with Lee and Marlene
Canters (1976) belief that assertive teachers have the best effect on students, as they clearly,
confidently, and consistently model and express class expectations, and work diligently to build
trust with their class. According to Canters beliefs, Assertive teachers are not harsh taskmaster.
They recognize students needs for consistent limits on behavior but at the same time are ever
mindful of students needs for warmth and encouragement. This style of teacher response creates
an atmosphere where students know they can count on their teacher to provide clear
expectations, consistency and an atmosphere of warmth and support; I want to instill this type of
relationship with my future students.
Equity and Diversity. As an educator, I recognize that every student is wonderfully
different and holds beliefs, values, and characteristics that make them unique and special. For
this reason I believe that as an educator, including creative and respectful ways of using the

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diverse experiences of students add value to the learning experience for everyone. Ensuring
equity and diversity in a classroom allows for individuals to be treated justly and respectfully
regardless of race, gender, age, religion or sexual orientation. I believe that by creating an allinclusive atmosphere for staff and students alike, both are able to thrive together and feel
respected and recognized for being who they are. In order to promote this type of atmosphere in
my classroom in the future, I want to avoid stereotyping to rule out gender or racial
discrimination. I also want to use a variety of teaching methods (as mentioned above in my
Multiple Intelligences section) as I know that every child learns differently. Culturally responsive
teaching of this sort will ensure that students have access to opportunities and participation
within the classroom by making use of current news events by promoting discussion and debate
in order for students to have a voice to express their opinions, and know that their thoughts are
valuable.
Beliefs about Knowledge
According to Noam Shpancers writing: What makes Classroom Learning a Worthwhile
Experience? A classroom learning experience provides human interaction that can never be
equaled by the Internet or by a textbook on its own. The classroom is unique in that it offers a
safe, up-close, real-time glimpse of the mind of an expertyour mind (Shpancer, 2004, p. 25).
A teacher in the classroom may offer students not only expert process, but also direct give-andtake and focused, personal attention. For this reason Shpaner states, As the students engage in
the problem-solving process with you, learning in the classroom becomes uniquely interactive: it
is a reciprocal, live dialogue in which you and your students continuously negotiate the material
as well as each others abilities, needs, demands, and goals (p. 25).

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Methodology in Instruction; Lesson Plans

In terms of instructional methods, I am a visual, auditory, and linguistic learner so I love
any type of instruction that includes video clips, music, pictures and reading and writing; because
I learn this way I believe this would be the most effective way to lead my classroom the majority
of the time. As an educator, I would incorporate the use of motion pictures, educational films,
videotapes, theater motion pictures, recordings, radio programs, television and role playing as
they would be excellent sources of visual aids within learning, and role playing would allow the
students to put the information they learn into practice (Personal Communication, Marrinucci,
April 2015). I would also provide students with differentiated assignment and homework, in
order to give students some level of autonomy to be able to choose how they want to
demonstrate what theyve learned.
In terms of lesson planning, I believe that it is crucial to include accommodations for
other students, and also to also have a Plan B at hand. As an educator, not everything will go
exactly as planned one hundred percent of the time, technology will fail, discussions make take
longer than expected, a fire drill or any sort of accident may occur, and its important to realize
that life happens and that things will not always go according to plan or schedule. But no matter
what, as a future educator, I want to ensure that my students will walk away from my classroom
each day with a new piece of valuable information, or a fresh way perspective in a situation,
because I think that this is most valuable.
Beliefs about what is Worth Knowing
Morals and Ethics in Education

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As a future educator I believe it is essential to realize how much farther education goes
beyond the borders of teaching literacy, math skills, history and science in a classroom. A child
spends the majority of their day at school and teachers become rode models for these children for
kind words and actions. As I teacher, I want to teach my students how to be kind, helpful, and
respectful law abiding citizens by being an example of it myself. (Include examples from paper)
Standards, Expectations and Assessment. I live by Pediatric Gregory A. Barretts
motto, Good behavior is expected, not rewarded. (2015) I dont believe rewarding students
with stickers or treats whenever they follow directions or act in a respectful and appropriate way
is the best for childs development, because this is a form of praise that tells the child, Expect a
reward every time you do something nice. However, I do recognize that students need
encouragement and warmth in order to feel safe and valuable, but instead of complimenting or
rewarding them, providing methods of encouragement. This allows a child to self-evaluate and
motivates them to continue behaving.
In terms of assessment methods, I believe that multiple choice tests are the least effective
method when it comes to a students understanding and depth of knowledge in a subject, and is
the most difficult way as an educator to determine the most accurate representation of a students
knowledge. For this reason, I want to base my assessment on oral exchanges and writing, in
order for the student to explain, using their own words, what they have learned. This makes it
easier for the teacher as well, to evaluate a students level of comprehension while also practicing
speaking, listening and writing skills.
Personal Beliefs in Philosophical Areas
Philosophical Orientations

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As a future educator, I embody an eclectic philosophy of teaching orientations that

include Essentialism and Existentialism. I am in agreement with William C. Bagley's (18741946) conservative philosophy of education "Essentialism" which emphasizes the idea that
"schooling should be practical and provide children with sound instruction that prepares them to
live life" (Parkay, 2001) and that "schools should not try to influence or set social policies" (p.
90). This type of philosophy promotes self-discipline by delineating that responsibility in
learning is up to the child. Bagley's philosophy also emphasizes a teacher-centered learning
environment in which authority is treated as such with respect. This philosophy suits my beliefs
because although I am fun and welcoming, I am intolerant of disrespect and strive on an orderly
environment. In addition, I embody the philosophy Existentialism by Jean-Paul Sartre (1972)
which offers the individual a way of thinking about how the content applies to their life; They
may ask themselves: How is this information relevant to my life? What is meaningful to me?
(Parkay, 2001). This way of thinking allows students to think critically, as well as creatively.
Existentialism provides individual freedom; however, logic indicates that freedom has rules (p.
90). I believe my eclectic philosophy orientations provide balance in the classroom; an
environment that stimulates creativity, critical thinking, self-discipline, freedom, and meaningful
instruction in order for students to understand how they are able to apply that knowledge and
skillset in the classroom and in the real world alike.
Collegiality; Collaboration with Colleagues. An essential factor in ensuring teacher
success is learning to collaborate effectively with their colleagues and fellow educators.
According to Harry K. Wong, an expert on the preparation of new teachers, The era of isolated
teaching is over. Good teaching thrives when teachers and school leaders work together in strong
professional learning communities. (2003) Teachers are always developing and learning, and an

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ideal set of colleagues will feed off each other and help one another; this is the type of
relationship I want to form with my future colleagues. I agree with Wongs motto that teacher
thrive when they feel connected to their schools and colleagues. They want more than a job.
They want to contribute to a group, to make a difference. (2003)
Teacher Duties; Professional Development. As an educator, my duties include:
teaching all areas of the curriculum; taking responsibility for the progress of a class of primaryage pupils; organizing the classroom and learning resources and creating displays to encourage a
positive learning environment. planning, preparing and presenting lessons that cater for the needs
of the whole ability range within their class; motivating pupils with enthusiastic, imaginative
presentation; maintaining discipline; preparing and marking work to facilitate positive pupil
development; meeting requirements for the assessment and recording of pupils' development;
providing feedback to parents and careers on a pupil's progress at parents' evenings and other
meetings; coordinating activities and resources within a specific area of the curriculum, and
supporting colleagues in the delivery of this specialist area; working with others to plan and
coordinate work; keeping up to date with changes and developments in the structure of the
curriculum; organizing and taking part in school events, outings and activities which may take
place at weekends or in the evening. Collaborating with colleagues and working flexibly,
particularly in smaller schools; working with parents to maximize their involvement in the
school and the development of resources for the school; meeting with other professionals such as
education welfare officers and educational psychologists, if required.
Teacher Evaluation/ 5 Performance Domains.

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According to Clark County School District (CCSD) there are 5 Performance Domains for
professional educators: (1) Planning and Preparation, (2) Assessment of Student Achievement,
(3) Learning Environment, (4) Instruction, (5) Professional Responsibilities. In order to meet
these standards myself, I prepare my lessons according to the curriculum, or make changes in
lesson plans that are given in order to meet the needs of the students in my own classroom. To
assess my students, again, I believe that multiple choice testing is not a completely accurate
representation of the knowledge the students have. I believe in oral and tactile methods of
assessment such as a presentation or writing assessments in order for the student to explain their
reasoning and level of understanding in a specific area. For my classroom learning environment
as previously mentioned in my Classroom Learning Environment and Management section of
this paper, I want my classroom to be a positive physical, psychological and instructional
atmosphere, one that allows students to feel comfortable and confident as learners.
Conclusion
After my research, I can confidently conclude that as a future educator, I have evaluated
and mapped out my philosophy of education in order to be a respectable, role model for kind
actions and words, in order to make an impact in the classroom, In terms of my teaching styles I
am innovative, but strive with in an orderly environment. I want to incorporate meaningful
lessons and instructive styles to engage my students and give them a meaningful experience that
they will hold on to in their memories forever. My goal is to inspire my future students to be
moral, responsible, and bring dynamic into learning, and hope that those students will be able to
succeed and do the same.

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References
Parkay, F.W. (2001). Becoming a Teacher. Needman Heights, MA: Allyn & Bacon
Smith, D.D., & Tyler, N.C. (2010). Introduction to Special Education. Upper Saddle, New
Jersey: Pearson Education, Inc.
Shpancer, N. (2004). Thought and Action. National Education Association.
(Personal Communication, Ho, J.)
(Personal Communication, Wagner, L.)
(Personal Communication, Dincel)
(Personal Communication, Marrinucci, April 2015)
Gardner, H. D., 1983.

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