Allison Rainwater

Philosophy of Education

Theres a poster hanging at Windham Early Childhood Center that says, Theyre not

looking for attention, theyre looking for a connection. This in a nutshell is my philosophy

about education. The reason this so resonates with me is that I see that the fundamental building

blocks of learning are the interpersonal relationships a student has with his or her teacher and

peers. I believe this poster should hang in every school, every hallway, and every classroom all

over the world.

In its broadest sense, learning is developing an understanding of specific skills and broad

concepts using experience and social interaction aided by psychological tools. Psychological

tools are cognitive devices and procedures with which we communicate and explore the world

around us, such as oral language, writing, and memory techniques. These tools aid and change

our mental functioning, and these changes constitute learning (Woolfolk, 272). I consider

learning to be the process by which a person acquires new knowledge, skills, and capabilities.

However, there is really no universal definition of learning because each theory in the field of

educational psychology defines it a little differently, but, like the blind men and the elephant,

each is valid in its own right, offering insights into learning and tools for teaching. For example,

no one can deny that behaviorism has provided essential information on how to shape and

reinforce specific skills being instructed, or that Piagets theories about childrens cognitive

development helps us to choose appropriate instructional objectives for young students. In order

to create the most efficient learners in a classroom, there cannot be a certain style of teaching set

in stone. A good teacher will tailor her instruction to meet the needs of the individual students in

her class. That being said, social learning theory is the school of thought that most closely aligns
with my philosophy of education. The reasons for this are based on my own experiences as a

learner, as well as what I am learning about music education specifically.

Lev Vygotsky once wisely said, Through others we become ourselves. We learn from

others, that is the simplest way to put it. Social learning theory states that social interaction is the

primary influence in cognitive development, particularly between a student and a more

competent peer or adult. Vygotskys sociocultural theory identifies learning in a social context,

and aids teachers in constructing active learning communities. Vygotsky believed that guardians,

caregivers, peers and the society at large are accountable for the development of higher order

functions in a childs life. According to Vygotsky, "Every function in the child's cultural

development appears twice: first, on the social level, and later, on the individual level; first,

between people (interpsychological) and then inside the child (intrapsychological.) This applies

equally to voluntary attention, to logical memory, and to the formation of concepts. All the

higher functions originate as actual relationships between individuals" (Woolfolk, 63).

Vygotskys concept of the zone of proximal development is the area between the childs

current skill level as determined by independent problem solving and the skill level that the

child could achieve through adult guidance or in collaboration with more capable peers

(Woolfolk, 67). If a teacher has identified this optimal zone of instruction properly, the student

should be able to use cognitive tools like speech, writing, gestures, rules and memory on their

own. Vygotsky described welldesigned instruction as a magnet. Teachers who design their

lessons appropriately can pull childrens thinking along rather than waiting for it to develop

spontaneously. I hope to create this magnet by offering a variety of engaging and stimulating

activities based on careful assessment of my students abilities.

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 There are several ways social learning theory is related to music education specifically.

The use of music to teach students concepts and facts related to common core content areas

should not be underestimated. Vygotsky claims that language is the most important cognitive tool

used to facilitate cognitive development. Language provides a way to ask questions, express

ideas, categorize and conceptualize thinking, and even enables a person to create links between

the past and the future (Woolfolk, 65). These are all elements that frequently appear in music as

well. Students who are unable to express themselves using their words can often express

themselves through music. Whether it is the volume at which they play, the instrument they

choose to play on, or the type of melody they produce, there is always a message in the music. In

Maurice Eliass article, Use Music to Develop Kids Skills and Character he writes, "Music is

an effective medium for learning and retaining information. [Music] activates three different

centers of the brain at the same time: language, hearing, and rhythmic motor control. By

inducing emotions, it also creates a heightened condition of awareness and mental acuity. Words

paired with music are far easier to retain. As an example, most of us can remember the words and

meanings of songs we haven't heard for years. Isn't it interesting how you still remember your

ABCs?" (Elias, 2009)

Another reason social learning theory lends itself so well to music instruction is its basic

premise that we learn best through interaction with others. Music by its very nature is a

collaborative act. Musicians often perform in groups. Furthermore, performance itself is an

interaction between performers and the audience. Instruction is also interactive, relying heavily

on observational learning (e.g. paying attention, retaining information, producing behavior, and

being motivated to repeat the behavior) (Woolfolk, 443). This process of observational learning

challenges the behaviorist idea that cognitive factors are unnecessary in an explanation of

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learning (Woolfolk, 300). A music teacher employs modeling, which students watch and

imitate. The teacher then gives feedback and provides further modeling. Students in a music

classroom also listen to and learn from each other. An audience can give a performer feedback as

well, regarding the degree to which the musician has mastered her skills. The use of master

classes in the music education program further employs this practice of instruction through

modeling.

There is a third, less direct connection between social learning theory and music

education. Given its emphasis on social interaction as the basis of instruction, there is ample

opportunity for the establishment of healthy, productive relationships between students and

teachers. Given that musical performance requires some risk taking on the part of the student, it

is essential that the teacher is supportive and encouraging.

Even before I realized I wanted to become a music educator, my music teachers were the

most influential teachers I ever had. In my music classes, it was evident that they appreciated the

importance of a childs social collaboration with the teacher in the construction of new

knowledge (Mark and Steinman, 76). This element allowed me to gain large strides

academically, just by building my confidence in and out of class. It is well documented that a

students achievement is compromised if they are anxious. Their anxiety prevents their learning

from being as efficient as it would otherwise be (Woolfolk, 503).

A music teacher has a variety of roles that are constantly changing depending on her

students and their needs. Not only is a music teacher there to educate, she is also there to guide

her students through the journey of growing up and self-discovering. A music teacher is open,

caring, and a positive role model. I hope to be able to conduct a motivated and productive class,

while accommodating every student's learning needs. As teachers, building a connection with

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students is so important. This connection will provide each student with a role model, and will be

a major influence on his or her ability to be successful in school, both in music and across the

curriculum.

Theyre not looking for attention, theyre looking for a connection.

References

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Elias, M. (2009, March 19). Use Music to Develop Kids' Skills and Character. . Retrieved June

30, 2014, from http://www.edutopia.org/music-develop-social-emotional-character

Mark, M. L., & Steinman, P. (2010). Music Education in Your Hands An Introduction for Future

Teachers. New York: Routledge.

Woolfolk, A. (2014). Educational Psychology: Active Learning Edition (12th edition). : Pearson

Education, Inc. .