Professional Documents
Culture Documents
EDUC 300
My Philosophy of Education
schooling and the learning that takes place outside of the classroom. My overarching
view of the purpose of education aligns nicely with that of Dr. Martin Luther King Jr.
According to King (1947) in his excerpt from the Maroon Tiger newspaper,
education should provide students with the skills of discernment and critical
thinking. On the other hand, he discusses that while we should have reason, we
must also have morals (p. 124). According to King (1947) in this paper, Intelligence
plus character that is the true goal of education (p. 124). In my personal
educational experiences, I have learned not only subject matter but also how to be a
good person. The hidden curriculum within schools can sometimes be more
important to a child than the formal curriculum (Ryan et al., 2015, 5-1). The
messages that schools and lessons send to children are important aspects of the
educational process. In fulfilling this purpose, students should be able to put critical
thinking skills into practice in order to adapt to the changing world around them.
philosophy came about in the 1920s with the social and political movement going
on during that time period. The Progressive Era was a time period known for
focusing on developing and socializing the individual. John Dewey, a key character
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in progressivism known as the Father of Progressive Education, helped develop the
concept of the whole child (Ryan et al., 2015, 9-3c). Dewey strengthened his views
through the work of German philosopher Friedrich Froebel and Swiss educator
Johann Pestalozzi. These figures believed that, Tending to both the pupils head and
heart [is] the real business of schooling (Loss, 2002). This concept urges people
involved in the educational process to think about not only the intellectual needs of
innate curiosity and that their interests should be explored along with the teaching
of the basics (Ryan et al., 2015, 9-3c). With this being said, I also believe that the
ability to problem solve is an important key to success, and this skill does not come
easily to most students. I believe that the teacher should be present to answer
questions and guide thinking; however, teachers should not act as taskmasters. On
middle. I do believe that there is a need to teach basic skills in order to succeed in
life. Progressivism is a philosophy that stresses teaching students so that they may
The basics are necessary, but sometimes freedom of choice can be the most effective
a guide for intellect. If there was no set curriculum, a value held by believers in
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romanticism, there would be no basis for teaching the essential skills. I believe
that curriculum should be selected based on the changing needs of society. The
world is ever changing and we must adapt curriculum to meet these changing
needs. Due to the changing needs of society, the curriculum should be adapted or
updated by the state each year. The basic core subjects of math, social studies,
science and English/language arts are always necessary. Math helps with
problem-solving skills, and social studies helps us learn about important events
in the past and how we can change for the future. Science teaches children to
think about the world in new ways, and English/language arts gives students the
reading comprehension and writing skills that are necessary to succeed in both
college and the workplace. The core subjects are essential to meet the needs of
society, but we should also keep electives in place to encourage student interest.
These classes not only help students to express themselves, but they can also
make school more interesting; when students find school interesting, they may
be more motivated to put forth effort in core classes. While the core classes are
kept the same, the content within them is what should be updated if a need is
present.
While curriculum is chosen to meet the needs of students who will become a
part of society as a whole, every classroom has students with diverse needs. For
example, classrooms are filled with students of different ethnic and racial
al., 2015, 3-1b). For example, instead of having a Eurocentric focus in our social
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studies classes, we can learn about diverse cultures so that students within the
classroom can learn about their own heritage along with the heritages of others.
In addition, students who come from families with low socioeconomic status
may need additional resources, such as time after school to research on the
computer if they do not have access at home. In addition to meeting the needs of
the best ways that different students learn (Ryan et al., 2015, 3-3a). While some
exercises through the interpersonal intelligence, others may not prefer this and
may choose to reflect on their own, utilizing the intrapersonal intelligence. The
United States is made up of diverse people, so this means that teachers must
adapt to the changing needs in the classroom to ensure the success of all
students.
Teachers are an important part of the learning process; however, their role
students must maintain responsibility for their own education. The curriculum
should be adapting to the changing times, but students should do their research
and become aware of current events in order to better know the world around
current event article to share each week. This would be more aimed at fourth
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and fifth graders. In addition, students should be more often asked the question
Why? rather than only the question What? When students are responsible for
analyzing situations and coming up with their own explanations rather than
simply memorizing facts, their critical thinking skills will greatly improve. A lot
students should be pushed to be the best they can be, and this is the best way to
go about it.
is doing something that the student knows is wrong, the student should kindly
ask them to stop and remind them of the rules. Only then should the teacher be
involved. In the same way, if a teacher is going about something in a way that the
student does not like, the student can approach the teacher and express his or
her concerns in a respectful manner, rather than shouting out in the middle of
challenge their peers and teachers. For example, if a teacher says something in
class that a student thinks is incorrect, the student should ask questions and
present the information that they believe is right. Most students assume that the
teacher is always right, but teachers are life-long learners and are imperfect.
Challenging teachers and fellow peers is a good way for both parties to grow in
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IV. Effective Classroom Environment
The learning environment of the classroom and the school itself can greatly
welcoming, colorful signs and friendly office staff can make the school feel more
like home, which can help both students and staff to feel more comfortable. With
regard to the classroom that I envision for myself, I want to have a theme that
makes the classroom feel put together. For example, my fourth grade teacher
had a monkey theme, so there were monkeys on everything, from the bulletin
collaboration can lead to great success. The desks may be rearranged when there
Other than the physical aspects of the environment, other factors contribute
expectations directly correlate to the work ethic of the students. If the teacher
has a can do attitude about learning and high expectations for success, the
students will feel more inclined to work harder and do their best (Ryan et al.,
using a large chunk of class time, students are more engaged in academics for
the majority of the class period (Ryan et al., 2015, 2-7a). On the other hand, if
teachers are not effective in managing behavior, students will lose valuable
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effectiveness. If a teacher has a short wait-time and does not allow students time
to think about a question, they will have a hard time developing critical thinking
skills. If a teacher provides sufficient time for students to ponder questions, they
may be more inclined to respond because they have had the chance to give the
questions adequate thought (Ryan et al., 2015, 6-8b). Not only physical aspects
have healthy relationships with their colleagues, including fellow teachers and
we all have different minds, it is important for teachers to collaborate and share
classroom ideas, lesson plans, and strategies. Not only will this make coming to
work easier, but it will also help teachers to be the best they can be for their
parents and teachers. As a result of this contact, everyone will be on the same
academic success; however, a teachers job should not end at academia. My job,
classwork and grades but also life problems. I will strive to uphold the values
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that I believe my students should have, such as honesty, accountability, and
expect my students to do the same. I will also hold myself accountable for my
actions and be responsible in terms of work and life situations. I will teach my
If I expect my future students to grow and develop, I must hold myself to the
realm of teaching and also to keep from being stagnant in the job. While this will
Delta Pi, the International Honor Society in Education that we have at James
attend all events that I can. This semester I have attended a resume workshop
and an IEP 101 night in which a speaker shared a presentation regarding IEPs. In
addition to these events, I can attend open teacher conferences within the area
as well as volunteer more within the elementary schools. Any practice of being in
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talking to teachers will help to not only learn tips and strategies but also learn
more about schools in different areas. Also, I need to stop doubting my ability to
speak publicly. I have always struggled speaking in front of a crowd, but I need
to get over my fear and have more practice. It is important that I know how to
fear speaking in front of children anyway, but public speaking is a useful skill to
public meetings. Lastly, I need to continue to be organized. The best teachers are
organized in their lesson plans and grading. Teaching can be a stressful job, but
organization can take a lot of the stress away. If I make these changes and
References
King, M. L., Jr. (1947). The purpose of education. The Maroon Tiger, 1, 123-24.
Ryan, K., Cooper, J. M., & Bolick, C. M. (2015). Those who can, teach. Boston, MA: Cengage
Learning.
Loss, C. G., & Loss, C. P. (2002). Progressive education. Encyclopedia of Education, n.p.