Running head: PHILOSOPHY STATEMENT OF EDUCATION Philosophy 1

Philosophy Statement
Angie Telford
College of Southern Idaho
Instructor: LueLinda Egbert
EDUC 290 Summer 2014

Running head: PHILOSOPHY STATEMENT OF EDUCATION Philosophy 2

Philosophy Statement
For me personally, I liken being unable to find an effective avenue of reaching a student
to a loose thread in a garment. Without reparation the thread will continue to come undone until
the garment is ruined. No teacher wants to deliberately lose the interest or trust of a student. My
teaching philosophy will be an important component when attempting to find an effective avenue
for reaching each student. Once a student starts to unravel, it takes modification and flexibility
on the part of the teacher to stop the potential damage. Understanding a students learning style
and how my teaching philosophy either compliments or opposes that style can help ensure
success for the student, emotionally and academically.
My viewpoints and beliefs encompass two different areas of educational philosophies. I
have strong tendencies in the area of Cognitivism/Constructivism. In the constructivist
approach to teaching, learning is recognized as an active process. Students engage in
constructing their own knowledge on the basis of the previous experiences instead of passively
absorbing knowledge as presented by the teacher (Ryan and Cooper, 2010). When a student is
faced with a new experience that is unfamiliar and unrelated to prior knowledge, it is the role of
the teacher to facilitate the process to help the student absorb and apply the new information.
The second area I am inclined to follow is Humanism. I currently work with students who are
living in difficult situations, have a mental or emotional disability, or are from abusive
backgrounds. This philosophy is very important when working with these students. Helping
guide them toward better behavior choices, choosing a better path for themselves, and
encouraging them to believe they can change and to have hope is an essential trait for the
teaching profession.
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Because I am an older student and have had other careers, I have been able to critically
and thoughtfully choose to teach. I did not have an easy time in school and the teachers who
helped my through the tough times possessed a specific teaching style or philosophy that I
responded to. I see in my work now how students have different learning styles and some really
do not care about school. As a teacher, I can never give up on any student. Creating a safe and
respectful learning environment is important to me. Building trust and mutual respect is
imperative. Sharing a love of lifelong learning is also a trait I have to share. I am setting that
example now returning to college at an older age. Learning never ends.











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References
Ryan, K., and Cooper, J. (2010) Those Who Can, Teach (13
th
Edition), Belmont, CA. Wadsworth