My Educational Philosophy - Essay Example

Philosophy of Education Mesha Watson College of Saint Elizabeth The role of every educator is to provide an individualized education through a unique experience for every student that will enter into their future classrooms. As professionals entrusted with the education of young impressionable minds, teachers must facilitate learning and growth academically, personally, and ethically. By providing a quality education, the teacher will ultimately equip each student in the classroom with tools necessary for success in life. Piaget (1971) wrote the following: That in order to develop education more consistently to greater heights, the teachers must think largely and deeply into all critical educational issues, illustrating the relationship between the philosophy of experience and education. This will go a long way in helping to bring out more out of a student and identify the key issues that need to be addressed for success. (p. 301)  In order to accomplish these goals, it is important first to establish a mutual respect with students, and a relationship in which communication is of the highest priority. Through this relationship, a democratic environment based on trust and care can be established in the classroom, making it possible to interact confidently and safely in an academic setting. Once this foundation is established, the educator has already accomplished a major goal: the ethical characteristics of equality; honest communication, and trust can be put into practice. Demonstrating these ethically accepted behaviors in the classroom and expecting students to model them prepares them for adult interaction and survival outside the classroom. Academic learning must begin with motivation and inspiration allowing for supervised exploration, collaboration, and active learning because most significant learning occurs in situations that are meaningful, and realistic with access to the environment in which the skills and knowledge will eventually be used. According to the writings of (Rodgers, 1983) students enjoy the interest and passion to study. Therefore, teachers have a task of freeing the students to boost these interests and enthusiasm. They should also enable each student’s ability to become self-actualized. “If the student is given an opportunity he or she increases the problem-solving skills in a personalized and self-regulating manner” (Rodgers, 1983, p.359). The students deserve an educators passion for both the subject, and learning as a whole. Teaching and learning becomes a simultaneous journey for both the teacher and students, whenever the students energy is aroused by a teachers genuine and intense passion for learning. This results in the readiness and willingness to participate in active learning. To achieve active learning, teachers must demonstrate enthusiasm and express confidence in their students abilities to learn and be successful. Employing constructivist methods of teaching in ones classroom, will force students to take an active role in their education, by making choices and assuming responsibility for intelligent inquiry and discovery. For instance, discussions, debates, projects, and experiments ensure student achievement, self-expression, creativity, and allow students and the teacher to discover individual students preferences, strengths, and weaknesses. After this base is developed, the curriculum can be molded to tie in each student’s learning style. “The classroom applications include educational goals, teaching methods, curriculum, assessment, and learning environment” (Dewey & Achambault, 1964, p.119). This approach will facilitate differentiated activities for each students distinctive ambitions, making the subject more relevant to every students ability, and life.    Personal growth is accomplished when a teacher adopts a mentoring role. Displaying warmth and compassion shows students that teachers love them and are empathic, feeling human beings. One-on-one mentoring involves personal conversations about goals, and taking time to share ideas and experiences. To be a mentor to every student, a teacher must project positivity, exhibit flexibility and confidence, set high expectations for one’s self, and demonstrate fairness and consistency. In doing so, students can see appropriate adult behaviors first-hand and begin to emulate them as they mature. I believe that learner-oriented teaching promotes learning that is both purposeful and enduring. It is a teacher’s responsibility to know who the learners are, what kinds of knowledge and experience they bring to the classroom, and what they want to achieve for the curriculum to be tailored in order to fits their needs and yet live enough room to accommodate topics that emerge from group discovery. According to (Bruner, 2001) the necessary outcomes of education includes categories, concepts and procedures that were developed by culture and the ability to invent these things individually. To this (Jean Piaget, 1971) states that “students construct an understanding of the world around them, and then experience discrepancies between what they already know and what they discover in their leaning environment” (p. 336). By assessing where students are with respect to the mutual learning goals, it is possible to provide the scaffolding they need to build connections between what they already know and the new understandings they will seek to create. Educational goals involve developing decision-making, problem solving, and other life skills. Embracing case based teaching and other active learning activities because they stimulate intellectual camaraderie, debates, cooperative problem solving, will lay the groundwork for life-long collaborative practice. I believe that all students have the ability to learn and the right to a quality education regardless of gender, race, ethnicity, capabilities, or disabilities. All students should have the opportunity to learn from professional, well-informed teachers who are sophisticated and knowledgeable, both in their area of expertise and life. “Certainly, every student has different learning styles and aptitudes; however, by having a personal relationship with every student, a teacher can give each an equal chance of success in the classroom, as well as outside the classroom” (Rodgers, 1983, p. 326). By recognizing every students potential and having separate, individual goals for each, a teacher can accommodate individual needs, abilities, and encourage the pursuit of academic aspirations. I believe that teachers who demonstrate curiosity and passion about a subject area motivate students to learn, and so choose to co-teach with colleagues whose scholarship and expertise that are complementary. Collaborating with faculty who are enthusiastic about using instructional methods rooted in Social Constructivist principles models how scholarship, teaching, and learning are enhanced by diversity and teamwork. According to Vygotsky Social Learning theories aide in the understanding of how students learn in social context, learn from others, and informs on how teachers construct active learning communities. He stated that “students learn through our interactions and communications with others” (Rodgers, 1983, p. 118). A student’s social environment influences the learning process, suggesting that learning takes place through the interactions students have with their peers, teachers, and other experts. Consequently teachers can create a learning environment that maximizes the learner’s ability to interact with each other through discussion, collaboration, and feedback. Moreover, (Vygotsky, 1999) argues that culture is the primary determining factor for knowledge construction. Students learn through this culture lens by interacting with others and following the rules, skills, and abilities shaped by their culture and learning environment (p. 128). The processes of teaching and learning are reciprocal. Educators are capable of building self-esteem by nurturing individual talents in each student, thus encouraging a lifelong skill. By supporting these special abilities, teachers can, for example, guide students research, and students can, in turn, enlighten teachers about subjects in which they may not be as knowledgeable. This mutual respect for individual skills cultivates a professional academic relationship, leading to a give-and-take educational alliance. This liaison allows students to feel that they are on equal intellectual ground with their teachers, thus creating a strong academic learning atmosphere.   In addition to having a reciprocal relationship with ones students, it is vitally important for teachers to form partnerships with fellow educators. Solid communication among teachers will promote the sharing of ideas, methods, and provide a network of support. By working as an educational team, teachers will continue to develop their craft and give the best education possible to their students. The classroom’s relevant setting is key: it allows the student to integrate knowledge into a useful framework and provides emotional resonance to the learning process. Classroom learning requires a delicate balance between safety and realism. Knowledge and skills learned should be applicable to similar real world situations in the future. Whereas the setting needs to be safe enough for students to feel empowered to explore the boundaries of their developing skills and are free to raise questions of their own. A constructivist approach of graduated responsibility can be of aide in this challenge. This approach to learning requires a diligent needs assessment to identify the starting knowledge base, and also continuing assessment of the student’s learning. This includes establishing well-reasoned specific goals and objectives for each stage of training and a willingness to be flexible in order to meet the individual student needs. Regular formalized assessment and feedback are likewise vital. “However, a real transition from teacher-centered learning environment to a more learner-centered environment, students must identify learning needs in themselves, and assess their own progress” (Bruner, 2001, P. 189).  I believe teaching and learning in the classroom is noticeable as it can be sensed in the hastening pace of a roundtable discussion. This can be practiced when the excitement in students’ testimonials about mastering skills that “made a difference” or theories that transformed practices and perspectives can be heard. These teaching experiences are counted as successes and will form a habit of reflection on their origins so that the conditions for their reoccurrence can be replicated. As a future educator it is critical to remember to enjoy students and everything they have to offer including challenging times and situations that may arise. However, the high energy level and positive attitude from the teacher are key elements to a successful learning environment in which there is the opportunity and will to make an effective change. In choosing to become a teacher, I have made the commitment to myself, and future students to be the best academic, personal, and ethical role model possible. It is my goal to have a mutually enriching teaching career by keeping an open mind and continually communicating with my peers, students and prepared as well to rise to the challenges of teaching in the twenty first century. Additionally, I have promised to provide an honest and all-rounded education to every student I come across. References Piaget, J., & Inhelder, B. (1971). Insights and illusions of philosophy. London: Routledge. Rogers, C. R. (1983). Freedom to learn for the 80s. Columbus, Ohio: C.e. Merrill Pub. Co. Dewey, J., & Archambault, R. D. (1964). John Dewey on education: Selected writings. Chicago: University of Chicago Press. Bruner, J. S. (2001). The culture of education. Cambridge, Mass. [u.a.: Harvard Univ. Press. Vygotskij, L. S. (1999). The collected works of L. S. Vygotsky: 6. New York: Plenum Press. Read More