My Educational Philosophy

Paul Julian Menta

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I believe the fundamental purpose of education is to satisfy intellectual curiosity. This can
only be achieved through the reward and promotion of student independence, initiative and
inquiry (Zimmerman 1990). Knowledge is not simply transacted from one mind to another, I
believe students learn best when they are inspired to explore material; as opposed to simply
being presented with it (Huitt, W 2001). In my classroom this is achieved through innovative
and engaging manipulatives, student lead group work (Dewey, J. 1929) and a personal policy
of inferential, open-ended questions (Bloom et al 1956). A good learning environment
balances independent and interdependent learning activities, whereby students are
empowered through responsibility and immediate consequence of their actions. A great
learning environment achieves this by catering to the varying intelligences (Gardner 1989)
and learning styles present in every classroom. Alternative assessment strategies are
sometimes required for students in need. Furthermore it is my responsibility as an educator to
provide for, and adhere to, each and every one of my students educational needs (Huitt, W
2001). I will always reflect on my own practice before deflecting blame toward a system,
administration or process.

My classroom is a classroom of complete equality, where students are treated with the respect
they have earned and teachers are respected in return. This is not achieved through
dominating, teacher driven classroom lectures but rather through active classroom discussion,
inquiry and ultimately the exploration of curiosity. Sarcasm has no place in discipline, nor
does public shaming (Spitalli 2005). Reflection will be the practice of both teacher and
students; reflection will also form the basis for disciplinary action.
A classroom agreement is by its nature, an agreement, and this implies a meeting of the
minds takes place between students, teachers and administration (Hecht, Yaacov 2010).
Respect for one another and the provision of a safe learning environment is at the forefront of
any classroom culture as I believe these are the ultimate goals of any disciplinary action.
Classroom agreements will be discussed and implemented from the beginning of term as will
potential disciplinary sanctions. This agreement will be open for discussion at any time
during term where it is deemed reasonable to do so.
Conflict stems from inequality and so my first strategy for dealing with conflict is to ensure
equal opportunity in my classroom at all times. I believe responsibilities bestowed upon
students also prevent conflict/disruptive behaviour within a classroom, as when students feel
respected and rewarded for their efforts they are more likely to engage in classroom
activities. Every child wants to learn but not every activity is engaging. Disengagement leads
to disruption and it is therefore of fundamental priority that activities are engaging and
involving of all students in order to establish an effective classroom culture. If prevention is
unavoidable then I would adhere to the disciplinary policies of the school regarding
reprimand and intervention.
One example of my philosophy in action is an inquiry lesson on electricity. For this lesson
our class began with a brain storm of what we know about electricity and what we would like
to know. It became evident, as I had anticipated, that many students wanted to know where
electricity comes from and just how a battery can hold so much electricity. Fortunately I
had come to class prepared with 24 lemons, copper wire and zinc nails! We began a brief
discussion on the nature of particles, atoms and charge. We then discussed certain materials
cathodes which are always looking to gain more positively charged particles i.e. protons.
We talked about some anodes materials which are willing to give away protons provided
there is a road for them to travel through. This road comes to us in the form of citric acid, it
is our electrolyte.
Students then proceeded to make their own lemon batteries and attempt to light a light bulb.
When it became evident that one lemon was not enough voltage to charge the light, students
needed to work together and link their lemons up in one large circuit in order to achieve their
desired result. Once tables were cleaned and materials cleared, we discussed the
improbability and impracticality of using lemons to generate household electricity. So where
does electricity come from?
The class watched a short video on how electricity is generated by a turbine that rotates a
large magnet around a metal coil. The magnetic energy charges particles and is converted
into electrical energy. This electricity is then transferred to a transformer which amplifies its
potency so that it might travel across power lines. Following this video, my students worked
in groups of 4 to create their own turbine generators. Substantial planning and crafting
went into the preparation of wooden turbines, metal coils, symbolic magnets (made with PVC
piping) and a transformer (symbolized by a plastic tub). Once students had identified and
agreed upon the components, they pieced the symbolic generator together. When all parts
were moving students received about 20 small rubber bouncy balls which symbolised
protons. These were poured into the generator and moved through the turbine, coil and
magnet before being spat out into the transformer. Balls flew everywhere if the transformer
wasnt positioned properly and students learned a valuable lesson on how difficult it really is
to store electricity without voltage loss. As students began to get tired kinetically turning
the turbine, we packed our generators away and discussed what kind of energy turns the
turbines in a power plant. We then watched a video on how thermal energy is used and
linked this information back to sustainability and the relative scarcity of fossil fuels. Students
finished the lesson with a learning reflection and were able to keep one rubber bouncy ball
each; on the condition that when they see it or bounce it, they remember our lesson today.
One quote that has always struck me as particularly profound regarding responsibilities and
discipline: teachers are friendly but not your friend. This I think is at the crux of respect
for teacher and student. It is imperative that teachers are approachable but ALWAYS
maintain a professional relationship with students.

It is also the responsibility of the teacher not to bring the school into disrepute. This involves
not disrespecting the school or other staff members. Students will pick up on it very quickly
if teachers are visibly unsupportive of School policy or specific staff members. It is the
teachers professional obligation to adhere to AITSL standards, VIT guidelines and school
policies and procedures.
If a student is not learning despite a range of methodologies I would approach a leader
teacher, coordinator, pedagogy coach etc. Should it be deemed fit I would involve parents,
principles (assistant or otherwise) and coordinators where appropriate.
References

Bloom, B. S.; Engelhart, M. D.; Furst, E. J.; Hill, W. H.; Krathwohl, D. R. (1956). Taxonomy
of educational objectives: The classification of educational goals. Handbook I: Cognitive
domain. New York: David McKay Company
Dewey, J. (1929). My Pedagogic Creed, Journal of the National Education Association,
18(9), 291-295. (Constructivism)
Gardner, H., & Hatch, T. (1989). Multiple intelligences go to school: Educational
implications of the theory of multiple intelligences. Educational Researcher,18(8), 4-9.
Hecht, Yaacov (2010) Democratic Education: A beginning of a Story, Innovation Culture,
ISBN 978 097452529751995. pp 57-68
Huitt, W. (2001), Humanism and open education, Educational Psychology Interactive.
Valdosta, GA: Valdosta State University. Retrieved September 11, 2007, from the URL:
http://chiron.valdosta.edu/whuitt/col/affsys/humed.html.
Spitalli, Samuel J. 2005, The DONTS of Student Discipline, American School Board
Journal, 191 44-45, pp28-31
Zimmerman, Barry J. 1990, Self Regulated Learning and Academic Achievement: An
Overview, Graduate School of the City University of New York