My Philosophy of Education as Developed Through my Studies at Medaille College

Studying various aspects of the history and field of education throughout my time thus far at

Medaille College, I have developed and grown my philosophy of education. Where we learn, what

we learn, how we learn, and who teaches us are all significant aspects of education. All of these

elements of pedagogy are essential to formulate one’s philosophy on teaching and how children

should experience education. Several important experiences have led me to pursue a career as an

educator. Going back three generations, I was raised by a family of teachers so I have always

appreciated the significance, hard work, and privilege of teaching. Additionally, teaching yoga has

broadened my appreciation for this profession of growing minds, helping, and contributing to

society.

The School

Throughout the course of history, the role of the school in society has taken many forms.

Ornstein, Levine, Vocke, and Gutek (2017) elucidate that in pre-literate societies, the school was

within the tribe or the village, where, through the process of enculturation, the older generations

trained the younger generations children in life skills, such as boys learning to hunt from their

fathers and girls learning to sew garments from their mothers (p.46).

According to Ornstein et al. (2017), school in the Colonial Period was for religious

purposes, as the “English settlers in Massachussetts believed that a literate people who knew God’s

commandments as preached by their Puritan ministers could resist the devil’s temptations” (p. 122).

Puritans used the school to push religious agenda, ensuring children could “read and understand the

principles of religion and the commonwealth’s laws,” and use education as a shield against Satan,

whom the Puritans believed “deceived ignorant people into sinning” (Ornstein et al., 2017, p. 122).

Although the early American school maintained religious purposes, the 19th and 20th

centuries saw the school as a place for Americanization and promoting assimilation. As Ornstein et
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al. (2017) explain, in the late 19th century immigration patterns changed and in the early 1920s,

America began restricting immigration from southern and eastern Europe (p. 145). During this time,

assimilation and Americanization of newcomers became predominant, with the “common school

philosophy that public schools should be agencies of constructing shared knowledge and values”

and these public schools were “identified as agencies that could teach immigrant children to become

Americans” (Ornstein et al., 2017, p. 146). Evidently, the role of the school in society has

transformed over the centuries.

The goals and objectives of the school throughout the course of history have ranged from

transmitting culture through oral tradition, to religious purposes, to teaching immigrant children

how to fit into American culture. Changes in society are inherently connected with changes in the

school. For example, as ancient Egyptian society advanced and began to put an emphasis on reading

culture through hieroglyphics, schools adapted to teach scribes to write script on papyrus (Ornstein,

et. al., 2017, p. 54).

The role of the school today is to not only to teach students the skills they will need to

succeed in education and in life outside the classroom, but also to provide them with the tools

necessary to become critical thinkers and functioning members of society. Nowadays, the school

must not only fit into a technological world, but it also must adjust to societal changes, whether that

means teaching students to read and write in a language other than English, or updating the

definition and lesson of family amongst the cultural, legal, and gendered changes in today’s family

dynamic.

The Curriculum

In addition to the school, one’s stance on curriculum is a significant aspect of their

philosophy of education. Ornstein et al. (2017) define curriculum as “[p]lanned experiences

provided via instruction through which the school meets its goals and objectives” (p. 396). Children

must be at the forefront of developing curricular content that will best enable their growth and
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learning success. This process involves “assessing the needs and capabilities of all learners” as well

as “creating the instructional materials and activities that will address those needs” (Ornstein et al.,

2017, p. 406). The authors describe the types of curriculum in the United States in two contexts.

The first approach to curriculum is subject-centered that sees curriculum as a “body of content, or

subject matter, that leads to certain achievement outcomes or products;” and the second, student-

centered curriculum, sees curriculum “in terms of student needs and interests” and “how the student

develops her ability to acquire knowledge” (Ornstein et al., 2017, p. 396). In general, it is important

for teachers and schools to employ both perspectives of curriculum, providing students with a

balanced body of knowledge and experiences.

Ornstein et al. (2017) posit that John Dewey “organized the curriculum into constructive,

experimental, and creative activities” to develop “children’s sensory and physical coordination,”

and to offer “opportunities for children to make and do things based on their interests,” as well as to

“stimulate children to formulate, examine, and test their ideas by acting on them” (p. 104). These

types of meaningful, hands-on experiences facilitate a child’s expansion of knowledge, but also

growth in their personal character.

Additionally, the curriculum must provide standards for students and teachers, which is

fundamentally necessary, as standardization for everyone across districts is essential to maintaining

education equality for all children. Though in different countries, the state of New York and the

province of Ontario have very similar curriculum standards that best reflect the growth of children.

Having Common Core State Standards (CCSS) in mathematics and English Language Arts (ELA),

which are divided into strands, New York maintains a well-rounded curriculum that provides

teachers with guidelines to create meaningful experiences in the classroom (Common Core State

Standards Initiative, 2017). Similarly, Ontario maintains standards with its Curriculum Expectations

(OCE) in a number of subject areas, also divided into sub-categories (Ontario Ministry of

Education, 2017). Having core standards divided into sub-categories enables educators to utilize
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guidelines to develop lessons, activities, and assessments that provide children with a variety of

opportunities to articulate their knowledge and skillset. Both the CCSS and the OCE are readily

available online, which facilitates clear communication of student and teacher expectations to

parents, students, teachers, and the public.

Moreover, utilizing effective methodology, such as the project method (Ornstein et al., 2017,

pp. 191-192), where the curriculum is not just rote memorization and studying books alone, but

becomes more a means of facilitating learning through activities and hands-on learning experiences.

Another important aspect of curriculum is assessment, not only assessment of student

knowledge of the curriculum, but also assessment of the curriculum itself. It is the school board’s,

and principally its superintendent’s, responsibility to develop curriculum, to assess it, and ensure it

is meeting guidelines as set out by the state and federal governments (Ornstein et al., 2017, p. 204).

This is especially important as it holds a body accountable to ensure academic achievement.

It is essential to have a well-balanced curriculum that emphasizes both student and subject,

which allows children to be prepared not only in core subjects and skills, but also allows for

creativity, individualism, and experience through constructivist and student-centered activities.

Students must learn essential knowledge and skills for academics and life, but they should also be

able to see themselves in the curriculum, textbooks and activities, and teachers must be culturally

responsive in their teaching of the content.

Learning

Just as curriculum is important to a philosophy of education, so too is the nature of learning.

Children learn best when they are involved in the learning process, and where their individual needs

and passions are met. Progressivism enables students to learn at their own readiness, which

facilitates concrete learning processes, as “interest, motivated by direct experience, is the best

stimulus for learning” (Ornstein et al., 2017, p. 190). Similarly, constructivism emphasizes student-

centered learning because “children learn most effectively and readily by constructing ideas based
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on direct explorations of the environment” (Ornstein et al., 2017, p. 179). Additionally, a pragmatic

approach to learning emphasizes student interaction with “his or her social, cultural, and natural

environments,” which “constitutes the process of living, growing, and developing” (Ornstein et al.,

2017, p. 173). A very important aspect pragmatism is that teachers “favour interdisciplinary

education,” which helps lead to critical thinking and well-rounded learning, as it entails problem

solving that uses several sources, not just one (Ornstein et al., 2017, p. 174). Though giving children

the opportunity to learn in a manner that is centered around them is significant, it is also essential to

ensure students have concrete knowledge in core subjects, preparing students to become competent

individuals who are skilled and knowledgeable with the necessary tools to compete in a global

economy and workforce.

In order to facilitate effective teaching, it is important to consider how learning occurs.

Benjamin Bloom’s Taxonomy is one of the most recognized theories in the field of education.

Divided into three domains, the cognitive (thinking), the affective (attitudes, emotions), and the

psychomotor (physical tasks), Bloom’s Taxonomy promotes higher order thinking through a set of

verbs that correspond to varying levels of thinking (Forbes, 2015). This provides teachers with the

tools necessary to organize lessons into specific objectives, with each level of knowledge building

upon the last.

Moreover, Lev Vygotsky’s work in cognitive development and social interaction, led to his

conceptualizing a child’s Zone of Proximal Development (ZPD): the distance between a child’s

actual ability and their potential ability with educational support, or the ‘sweet spot’ where learning

occurs (Johnson, 2004, p. 109). Teaching within this framework, it is essential to assist a child with

a task until they are able to perform it on their own. Providing scaffolding, or the guided learning

activities within a student’s ZPD that promote the child’s development, allows the student to

concentrate and build on his knowledge, step by step (Slavin, 2005, p.47).
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Lastly, B. F. Skinner’s work in behaviorism was especially beneficial to examining how

learning occurs and understanding that behavior is shaped by operant conditioning, meaning that

one acquires his behaviors through consequences (Nevin, 1992, p. 614). Through his research,

Skinner demonstrated that learning occurs through association, and reoccurrence of behavior is

dependent upon the type of reinforcement used: positive reinforcement increases the frequency of a

desired behavior; and negative reinforcement decreases its frequency (Nevin, 1992, p. 614).

Taking the work of Bloom, Vygotsky, and Skinner into consideration, teachers must develop

effective methods of instruction. It is essential that each child is respected as an individual learner

with their own sets of learning styles. Effective teaching is a combination of direct instruction and

explicit comprehension instruction. The former is a systematic teaching method that emphasizes

carefully developed lessons designed in small steps, with up to an “eight-part lesson sequence,” that

is an effective way for the teacher to communicate information in an organized, “explicit and

extremely scaffolded” manner (Ornstein et al., 2017, p. 413). The latter facilitates critical thinking

and comprehension by emphasizing “review and preview, feedback and correctives, and guided as

well as independent practice,” enabling teachers to “model conceptual learning, help students link

new knowledge to their prior learning, monitor students’ comprehension, and train students in

summarizing, drawing inferences, and other learning strategies” (Ornstein et al., 2017, p. 452). A

teacher’s delivery system is also important to learning. For instance, questioning facilitates effective

learning, and teachers must have a sharp questioning skillset that stimulates critical thinking,

student participation, and learning. Ornstein et al. (2017) elucidate, “Several studies have identified

questioning skills as an important aspect of effective teaching” (p. 451).

Another aspect of instruction that is paramount to children’s learning success is

differentiated instruction. This type of instruction is defined by Ornstein et al. (2017) as being

“based on the premise that all students differ in how they learn, their personal strengths and

weaknesses, their backgrounds, and their interests” (p. 410). There is a necessity for differentiating
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instruction to reflect each student and their individual needs. We must cater to the academic needs

of English Language Learners (ELL), and an Individualized Education Plan (IEP) is essential for

any student facing learning challenges or who require behavior modifications. This personalized

instruction maintains the “goal of maximizing each learner’s potential and giving meaning to

students’ learning” (Ornstein et al., 2017, pp. 410-411).

In today’s world, technology enhances student learning. In fact, 90% of teachers have

computer access in class, and almost 60% of teachers have access to an interactive white board

(Ornstein et al., 2017, p. 415). It is important to provide today’s students with a technological outlet

for learning. For instance, the app and website, Kahoot!, is a popular and engaging way for teachers

to not only test their students’ knowledge, but also to have fun in their classroom (Kahoot!, 2017).

Similarly, ClassDojo is a multipurpose classroom tool that creates a positive classroom culture

through classroom management, home-school partnerships, and student engagement and showcase,

and is used in 90% of American K-8 classrooms (ClassDojo, n.d.).

Lastly, a paramount facet of learning is diversity. The pragmatist approach to community

values diverse cultures and enables classrooms to be “collaborative learning communities where

students share their interests and problems,” and children acknowledge that “every culture has

something of value to share;” and pragmatist teachers “create more inclusive democratic

communities” by valuing “multicultural communication between students” (Ornstein et al., 2017, p.

176). Integration of all ethnicities and religions into the classroom is important because it develops

“positive interracial relationships” and boosts academic achievement amongst minority and low

socioeconomic status (SES) students (Ornstein et al., 2017, p. 343). In fact, students in low-income

minority groups are more likely to increase their academic achievement when they attend schools

with nonminority students from middle-income homes (Ornstein et al., 2017, p. 350).

The Learner
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The most important piece of one’s philosophy of education is the learner – the child – and

the 21st century classroom must be student-centered. A very important facet of the learner that

teachers must consider is the developmental stages of the child. Naturally, Jean Piaget’s pioneering

work in children’s growth patterns and their stages of development is a vital part of understanding

the development and learning processes of a child. According to Piaget, children establish their

notions about reality by “actively exploring their environment” and this facilitates the development

of intelligence by way of a series of stages (Ornstein et al., 2017, pp. 112-113). A child’s first stage

of development, the sensorimotor stage, is when he or she develops object permanence (Ornstein et

al., 2017, p. 112). The next stage, the preoperational stage, is when children develop their ‘kid

logic’, creating and categorizing objects and developing a more complex perception of reality

(Ornstein et al., 2017, p. 112). The third stage is the concrete-operational period, where children

develop their logical and mathematical thinking (Ornstein et al., 2017, p. 112). The last of Piaget’s

stages of child development is the formal-operational period, which is characterized by the

emergence of abstract thinking and the development of adult reasoning (Ornstein et al., 2017, p.

113). The learning process changes as the child goes through each stage of development, which is

important to recognize because as a child moves through the stages, their notions and perceptions

about knowledge and reality change. Primary education teachers must be aware of their students’

stage of development depending on their age and grade level, and individualize instruction so each

child can learn at their own individual degree of readiness. Additionally, Bloom’s Taxonomy assists

teachers in organizing their lessons according to the individual and developmental needs of the

child, as they are able to ensure their instructions are coordinated with the child’s specific abilities,

building upon each level within a respective hierarchy. Having an organized set of objectives assists

teachers and students in understanding the purpose of a lesson.

In addition to recognizing a child’s level of development, an effective teacher is also

sensitive to the needs of the child, their nature, and their interests. In order to nurture a child’s
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learning, teachers must create a safe, positive space in their classroom with a fundamental sense of

support and community. As Ornstein et al. (2017) state, a child’s learning is most effective when in

a space where the learner has positive relationships, feels comfortable, safe, and cared for (p. 411).

Not only are subject academics important, but so too is fostering social and emotional learning and

skills in a child, and teaching them responsible decision making, how to show empathy, and manage

emotions (Ornstein et al., 2017, p. 412).

Educators must view the role of the child as learner, main subject, and reason for teachers

doing what they do. Ornstein et al. (2017) explain that Gita Kedar-Voivodas has explored the

“desired student behaviors and characteristics,” or student roles, in elementary school (p. 296). She

has established that there are three types of student roles: The pupil role characterizes the student as

expected to be respectful, docile, and obedient; the receptive learner is an expectation of being

receptive, on-task, and motivated; and the active learner role expects students to be curious,

challenge authority and over reach the basic curricular content and learning processes (Ornstein et

al., 2017, p. 296). Teachers should encourage a combination of all three types of roles in the

classroom, with an emphasis on being an active learner. The place of the child should not be

recipient of constant rote memorization, but an active participant in exploration of knowledge,

experience, and learning.

Assessment

An important aspect of education is assessment. In addition to improving teaching practices,

the “primary purpose of assessment and evaluation is to improve student learning” (OME, 2010,

p.6). Assessment ensures education equality by having standardized, goal-oriented, benchmarks for

academic success and learning. Teacher assessment should be fair, transparent, and equitable for all

students, including accommodation for those with special education needs, IEP, as well as ELL.

There is a wide variety of assessment available. For instance, teachers should not only

utilize tests and quizzes, but also formal and informal observations, questioning, presentations,
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group work, projects, essays, discussions, self-reflections, as well as homework. Using a wide array

of assessment techniques ensures a demonstration of student skill, knowledge, and achievement is

being evaluated in a balanced fashion.

Standardized testing also enables education equity. For Ontario, the Education Quality and

Accountability Office (EQAO) is the governing body that holds Ontario’s education system

accountable, providing “reliable and useful information that is used to help improve student

achievement and ensure the accountability of school boards” (Education Quality and Accountability

Office, 2017). Similarly, in New York State, the Office of State Assessment (OSA) is responsible

for accountability, it “provides guidance;” it “develops and administers tests that are aligned with

the New York State Learning Standards and Core Curriculum;” and it also ensures that the tests

“yield valuable information that enables the State Education Department to hold schools

accountable for the education of all students” (Office of State Assessment, 2014).

Teachers must use inclusive assessment strategies and practices that reflect the diverse needs

of all students. The assessments must be free of stereotypes, discriminatory biases and barriers.

Differentiated instruction is as important as differentiated assessment, which reflects the unique

experiences and backgrounds of all students and responds to their learning needs, aptitudes, and

interests.

Classroom Management

Classroom management is a crucial element to an effective, structured education. Renowned

theorist Harry Wong defines classroom management as referring to “all the things that a teacher

does to organize students, space, time, and materials so that student learning can take place” (Wong,

Wong, Rogers, & Brooks, 2012, p. 60). Classroom management is inherently linked to instructional

success. It is necessary for teachers to clearly communicate their expectations, class rules, and

procedures at the beginning of the year; having lesson objectives, rubrics, and classroom procedures

explained, clearly communicated, and posted in the classroom to ensure students understand what is
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expected of them. Doing so enables the teacher to spend their time educating the students, and not

disciplining them.

Having students involved in the decisions of the classroom ensures they will abide by the

rules set out by the teacher. For instance, having a list of daily jobs for the students to maintain

classroom order and organization, or having creative ways of rewarding them for keeping on-task. It

is essential to focus classroom management on not only student behavior, but also consistent

procedures. It is also necessary to diversify one’s classroom management techniques so that it

works for all students of the classroom, as research indicates that using a variety of techniques is a

most effective way to engage and motivate students into productivity (Ornstein et al., 2017, p. 450).

In addition to Wong’s procedural techniques, Skinner also offers highly effective classroom

management strategies that achieve maximum learning results. As previously mentioned, Skinner’s

operant conditioning and use of reinforcements to shape behavior facilitates an effective learning

experience. For instance, giving a student who struggles in math ten minutes of computer time for

every ten equations solved correctly, which would be a high value reward for working hard in a

subject they find challenging.

Additionally, it is imperative to create consistency and stability in one’s classroom, especially if

there are students who come from unstable home environments. According to Wong et al. (2012), “The

procedures provide the framework for the consistency” and the students become “secure in knowing what

is going to happen every day” (p. 64). Wong maintains that predictability is essential for students from

chaotic and unpredictable homes (Wong et al., 2012, p. 61).

The Teacher

The last fundamentally important aspect of one’s philosophy of education is, of course, the teacher.

The teaching profession is historically prestigious in its social status, education, and skill level (Ornstein et

al., 2017, p. 29). Teachers are exemplars, role models, and should be of impeccable character, both inside

and outside the classroom. Teacher accountability is important, as there is a mounting pressure for teachers
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to demonstrate that their students are attaining academic achievement in reading and math and adequate

yearly progress (AYP) (Ornstein et al., 2017, p. 218). Teachers represent a high quality ethic in our culture,

where they “must meet some standard of competency,” in addition to being mindful of how they conduct

themselves in public (Ornstein et al., 2017, p. 237).

Teachers must remember their role is not to regurgitate information, but to give students the tools

they need to leave the classroom in their own greatness. Many people who aspire to be teachers examine

the role of the teacher with the desire “to perform a valuable service to society” (Ornstein et al., 2017, p. 2).

For a teacher, lifelong learning is necessary, as developing one’s knowledge and skills with the

“goal of improving student achievement” is essential to being an effective teacher (Ornstein et al., 2017, p.

34). Attending college courses, taking Additional Qualification courses, workshops, conferences and the

like improves not only teaching, but also learning of the teacher and, ultimately, the student.

Historically, teachers did not need a formal education, but merely the ability to prove they were

competent in subjects like reading and spelling; now, however, teachers require certification and, usually, a

minimum of a bachelor’s degree, in addition to passing standardized tests and/or exams (Ornstein et al.,

2017, pp. 7-9).

A teacher’s personality can remain with a student throughout their lifetime, even inspiring them to

pursue a career in teaching. In fact, in a study asking future teachers why they have chosen the profession,

53% of respondents were “inspired by favorite teachers” (Ornstein et al., 2017, p. 2). Teachers must be

compassionate, caring, sensitive, warm, and open, especially primary and elementary teachers, as we “often

form our first impressions of schools and teachers in kindergarten and carry these ideas with us throughout

our lives,” and the “kindergarten teacher’s personality” is “of paramount importance” (Ornstein et al.,

2017, p.100). A teacher’s professional characteristics are just as important as their personality traits. It is

essential they be competent, knowledgeable, educated and masters of a “defined body of knowledge”

(Ornstein et al., 2017, p. 26).

Moreover, a teacher’s community relationships are also significant to their professional success.
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Not only is their relationship with the school, administration, and students significant, but also the

relationship they have with parents, as home-school partnerships are paramount in students’ academic

achievements. Steiner (2014) makes clear that there is a distinct connection between student achievement

and parental involvement with their at-home studies, and it is essential for a teacher to foster that

relationship (pp. 703-704).

There are many aspects to creating a well-rounded philosophy of education. The school, the

curriculum, learning, the learner, assessment, classroom management, and the teacher are all important

characteristics of solid education. Building my philosophy on the works of Piaget, Dewey, Vygotsky,

Skinner, and Wong, I intend to use all aspects of this philosophy in my future teaching practices. I feel it is

of utmost importance to focus on the children as the learners and provide them with well-rounded and

balanced instruction, activities, assessments, and most importantly, meaningful experiences. Being

surrounded by educators throughout my whole life, I have an inherent appreciation and love for teaching,

and the important task and privilege of educating and growing the minds of our children.
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http://www.corestandards.org/read-the-standards/

Education Quality and Accountability Office. (2017). Retrieved from http://www.eqao.com/en

Forbes, S. (2015). Bloom’s taxonomy: An introduction to Bloom’s taxonomy. Retrieved from

https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-

tips/planning-courses-and-assignments/course-design/blooms-taxonomy

Johnson, M. (2004). A philosophy of second language acquisition. New Haven; London: Yale

University Press.

Kahoot! (2017). Retrieved from https://kahoot.com/what-is-kahoot/

Nevin, J. (1992). Burrhus Frederic Skinner: 1904-1990. The American Journal of

Psychology, 105(4), 613-619. Retrieved from http://www.jstor.org/stable/1422916

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http://www.p12.nysed.gov/assessment/about-osa.html

Ontario Ministry of Education. (2017). Retrieved from

http://www.edu.gov.on.ca/eng/teachers/curriculum.html

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Ontario schools; Covering grades 1 to 12 [PDF file] (1st ed.). Retrieved from

http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf

Ornstein, A. C., Levine, D. U., Vocke, D. E., & Gutek, G. (2017). Foundations of education (13th

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Steiner, L. M. (2014). A family literacy intervention to support parents in children's early literacy

learning. Reading Psychology, 35(8), 703-735. Retrieved from ERIC database. (EJ1038666)

Wong, H., Wong, R., Rogers, K., Brooks, A. (July, 2012). Managing your classroom for success.

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