1 Running head: PERSONAL PHILOSOPH OF EDUCATION

Personal Philosoph o! Edu"a#ion

$ei Liu
%eslean College
Au#hor No#e
This paper &as prepared !or Founda#ions o! Edu"a#ion '(1 (1) #augh# * Pro!essor +irginia ,-
%il"o.-
' PERSONAL PHILOSOPH/ OF EDUCATION
A*s#ra"#
I# is signi!i"an# #o "on#rol hu0an *eha1iors in pu*li" pla"es) espe"iall in s"hools) *e"ause i#
regula#es #he *eha1ior o! *o#h #ea"hers and s#uden#s) and "rea#es a *e##er learning en1iron0en#- This
pro2e"# is rela#ed #o #he au#hor3s personal e.perien"e o! edu"a#ion) #he reason &h she &an#s #o *e a
#ea"her) and her personal philosoph o! edu"a#ion- Fur#her0ore) i# 0ainl !o"uses on ho&
*eha1ioris0 i0pa"#s edu"a#ion !ro0 si. di!!eren# aspe"#s) su"h as #he purpose o! s"hool) #ea"hing
"on#en#) "hildren3s na#ure) "lassroo0 0anage0en#) and assess0en#- All si. par#s ha1e a "lose
rela#ionship #o *eha1ioris0-
Personal Philosoph o! Edu"a#ion
4 PERSONAL PHILOSOPH/ OF EDUCATION
%hen I &as a ounger) I ne1er #hough# #ha# I &an# #o *e a #ea"her a!#er gradua#ing !ro0 0
"ollege- I #hough# #ea"hing &as a #ough and #ireso0e 2o*) and "hildren are nois and hard #o "on#rol-
Ho&e1er) 0 per"ep#ion "hanged &hen 0 ounger *ro#her &as *orn- I &as surprised and e."i#ed
#ha# #he *ir#h o! #his ne& li!e ga1e our !a0il 1igor- I &a#"hed hi0 gro& up graduall) and I !ound
#ha# "hildren are !ull o! "uriosi#- 5raduall) I &as passiona#e a*ou# oung "hildren3s edu"a#ion and
1er in#eres#ed in o*ser1ing oung "hildren3s *eha1iors- Tea"hing is in 0 hear#- There!ore) I hope I
&ill *e an ele0en#ar s"hool #ea"her and loo6 a# "hildren #hri1e- Fur#her0ore) *eha1ioris0 is one o!
#he edu"a#ional philosophies #ha# s#rongl re!le"# 0 personal philosoph- A""ording #o au#hors
%e**) 7e#ha and 8ordan) 9*eha1ioris0 is an edu"a#ional or learning #heor #ha# is predi"a#ed on #he
*elie! #ha# hu0an *eha1ior "an *e e.plained in #er0s o! responses #o e.#ernal s#i0uli: ;p- <<=- The
#heor o! *eha1ioris0 helps #ea"hers "on#rol #he0sel1es and s#uden#s3 *eha1iors- The also illus#ra#e
#ha# *eha1ioris0 !o"uses 0ore on 90odi!ing or "hanging s#uden#s *eha1iors in a so"iall a""ep#a*le
0anner #hrough #he arrange0en# o! #he "ondi#ions !or learning: ;p- <<=- I# is signi!i"an# #o "on#rol
hu0an *eha1iors in pu*li" pla"es) espe"iall in s"hools) *e"ause i# regula#es #he *eha1ior o! *o#h
#ea"hers and s#uden#s) and "rea#es a *e##er learning en1iron0en#-
Ta6ing #he Founda#ions o! Edu"a#ion "lass le# 0e ha1e a 0ore pro!ound unders#anding o!
edu"a#ion- This "lass #ea"hes s#uden#s &ho &an# #o *e #ea"hers #he deeper 0eaning and posi#ion o!
#ea"hing) learning) and #he s"hool- E1er s#uden# in #his "lass s#ands a "han"e #o o*ser1e in real
s"hools- For#una#el) I ha1e *een assigned #o an ele0en#ar s"hool3s !irs#>ear "lass- During 0
o*ser1a#ion) I learned #ha# #he #heor o! *eha1ioris0 has *een &idel used in "lass #ea"hing and
learning- 7os# *eha1iors "an *e learned) #augh#) "hanged) or 0odi!ied) i! #he #ea"her is a&are o! #he
i0por#an"e o! *eha1ioris0- 7oreo1er) i# is essen#ial #o re"ogni?e #ha# *eha1ior "hange goals should
@ PERSONAL PHILOSOPH/ OF EDUCATION
*e spe"i!i" and "lear) and #his progra0 also needs #o !o"us on "hild3s en1iron0en#- The o*ser1a#ion is
a 0eaning!ul "han"e !or 0e #o unders#and and !eel #he real #ea"hing 0e#hods and "lassroo0
0anage0en# !ro0 #he e.perien"ed #ea"her) s#uden#s3 di!!eren# *eha1iors in "lass) and #he posi#ion o!
s"hool- Ho&e1er) in order #o *e a #ea"her) #here are #hree di!!eren# aspe"#s o! Aues#ions "o0*ining
&i#h *eha1ioris0 !or edu"a#ion #ha# one should "ogi#a#e:
1- %ha# is #he purpose o! a s"hoolB
'- %ha# 6inds o! #hings should *e #augh# in s"hoolB
4- %ha# do ou *elie1e a*ou# "hildren3s na#ureB
@- Ho& should #he "lassroo0 *e 0anagedB
C- %ha# #pes o! ins#ru"#ional 0e#hods should *e used and &hB
D- Ho& should learning *e assessedB
Unders#anding #hese si. Aues#ions has posi#i1e and "ru"ial e!!e"#s on edu"a#ing s#uden#s and reali?ing
s#uden#s3 *eha1iors- Hen"e) #his paper 0ainl !o"uses on *eha1ioris0 and i#s i0pa"# on #he a*o1e si.
aspe"#s o! edu"a#ion-
What Is the Purpose of A School?
A s"hool has posi#i1e e!!e"#s on de1eloping s#uden#s3 *eha1iors- Spe"i!i"all) s"hool has 1arious
rules and dis"iplines #ha# ha1e pro!ound e!!e"#s on regula#ing s#uden#s3 *eha1ior- As &ri#ers %e**)
7e#ha) and 8ordan de0ons#ra#e) 9#he s"hool se# #he s#age !or 0odi!ing and rein!or"ing *eha1iors:
;p- <E=- I# is i0por#an# !or "hildren or adoles"en#s #o e.perien"e and re"ogni?e #he rules #o "on#rol
#heir *eha1iors in "lass) *e"ause #hese help #he0 ge# a *e##er learning en1iron0en#- The also s#a#e
#ha# 9*eha1ioris#s3 1ie& o! #he purpose o! s"hooling is #o in"rease appropria#e *eha1iors) de"rease
inappropria#e *eha1iors) and #ea"h ne& *eha1iors * in"orpora#ing a 1arie# o! *eha1ioral
#e"hniAues: ;as "i#ed in Firpoli) p- <E=- Hen"e) #he purpose o! s"hool is #o help s#uden#s learn
C PERSONAL PHILOSOPH/ OF EDUCATION
pro*le0 sol1ing) anger "on#rol) sel!>ins#ru"#ion) and sel!>rein!or"e0en# #raining- All #hese !a"#ors
pla signi!i"an# role in regula#ing s#uden#s3 *eha1iors in pu*li" pla"es) espe"iall in s"hool-
What Kinds of Things Should Be Taught in School?
S"hools are #he pla"es #ha# ha1e posi#i1e e!!e"#s on enhan"ing s#uden#s3 e0o#ional and so"ial
in#elligen"e- De1eloping e0o#ional and so"ial in#elligen"e is *ene!i"ial #o s#uden#s in *o#h a"hie1ing
a"ade0i" su""ess and learning so"ial s6ills- There are #&o au#hors) A6o0ola!e and Ade*ao ;'(1'=)
&ho repor# #ha# e0o#ional in#elligen"e plas a 6e role in de#er0ining li!e su""ess) 9enhan"ing
s#uden#s3 learning) su""ess) a##i#udes) a"ade0i" per!or0an"e and ps"hologi"al &ell>*eing: ;p- '1C>
'1D=- I# is 1i#al !or s#uden#s #o de1elop e0o#ional in#elligen"e) and help #he0 ha1e in#elligen#
*eha1iors *o#h in a"ade0i" learning and li!e- Addi#ionall) so"ial in#elligen"e is also help!ul)
espe"iall so"ial in#era"#ion- A""ording #o $u#ni"6 and $ing#on ;'((C=) 9"hildren &i#h !riends are
0ore so"iall "o0pe#en# and less #rou*led #han "hildren &i#hou# !riends) se#s an in#era"#ional "on#e.#
#ha# has i0pli"a#ions !or "ogni#i1e de1elop0en# #ha# 0a #a6e pla"e during s"hooling: ;as "i#ed in
Har#up) p- C'4=- S#uden#s si# in #he sa0e "lassroo0) a *e##er "o00uni"a#ion is *ene!i"ial #o sol1e
pro*le0 #oge#her) alle1ia#e "on!li"# *eha1iors) and genera#e a pea"e!ul learning en1iron0en#-
There!ore) i# is i0por#an# !or s"hool #o !o"us on s#uden#s3 e0o#ional and so"ial in#elligen"e-
What Do You Believe about Childrens nature?
Children ha1e #he a*ili# #o learn ne& *eha1iors and #he "an 0odi! or "hange #heir *eha1iors
in dail li!e- The &ri#ers %e**) 7e#ha) and 8ordan resear"h #ha# 90os# *eha1iors are learned)
s#i0ulus>spe"i!i") and "an *e #augh# and 0odi!iedG s#uden#s ha1e #he "apa"i# and disposi#ion #o
"hange: ;as "i#ied in Firpoli) p- <E=- Children are ignoran# and nai1e) *u# "urious a*ou# e1er#hing
#he do no# 6no&- So) i# is i0por#an# #o #ea"h #he0 and le# #he0 !ind so0e#hing #he are reall
D PERSONAL PHILOSOPH/ OF EDUCATION
in#eres#ed in) and #ea"h #he0 di!!eren# *eha1iors in pu*li" pla"es- A""ording #o #heir si#ua#ion) i# is
eas and !as# !or #he0 #o learn and regula#e *eha1ior) *e"ause #he are eas #o 0odi! and "hange
*eha1iors-
!o" should the classroo# be #anaged?
Classroo0 0anage0en# is regarded as a "ru"ial !a"#or in #ea"hing) learning) and s"hool-
Classroo0 0anage0en# 0a6es #he "lass in order) s#uden#s &ell>organi?ed) and edu"a#ors #ea"h in an
orderl en1iron0en#- There is a resour"e !ro0 Pad0a2a (2012) which explains that
Classroom management which establishes constructive and productive
classroom environment is critical to achieve positive results in imparting
education (para.1). Specicall!" in order to ma#e the class in order" it is
important $or teachers to observe students% behaviors and then nd some
#arge#ed 0easures or rules #o regula#e #heir *eha1iors- Au#hors %e**) 7e#ha) and 8ordan) ha1e also
resear"hed #ha# #he #ea"hers "an pro0o#e so0e 9re&arded ss#e0s) penal#ies or o#her "onseAuen"esG
es#a*lish a""oun#a*ili# !or "o0pe#i#ion o! assign0en#sG and 0ain#ain lesson or a"#i1i# !lo&: ;as
"i#ed in E00er=- 7a6ing #he "lassroo0 0anagea*le is signi!i"an# !or s#uden#s) #ea"hers) and s"hoolG
i# le#s s#uden#s and #ea"hers en2o an e."ellen# learning and #ea"hing a#0osphere) and s"hool *e"o0e
0ore in order-
What T$pes of Instructional %ethods Should Be &sed and Wh$?
I# is essen#ial !or #ea"hers #o unders#and and 0as#er #heir o&n s#le o! ins#ru"#ional 0e#hod-
Ad2us#ing #he ins#ru"#ional 0e#hods and !inding proper &as #o #ea"h are #he e!!e"#i1e ins#ru"#ions-
The au#hors %e**) 7e#ha and 8ordan illus#ra#e #ha# 9*eha1ioris0 !o"uses on e0piri"al 1eri!i"a#ion)
#he #ea"her 0us# also *e &ell 1ersed in #he s"ien#i!i" 0e#hod: ;p-<H=- In order #o design a s"ien#i!i"
< PERSONAL PHILOSOPH/ OF EDUCATION
and !le.i*le ins#ru"#ional 0e#hod #ha# one "anno# ignore s#uden#s3 personali#) *e"ause di!!eren#
s#uden#s ha1e di!!eren# learning si#ua#ions- Using #he !le.i*le ins#ru"#ion and ai0 a# ea"h s#uden# so
#ha# s#uden#s 0a ha1e 0ore progress- 7oreo1er) one also needs #o pa a##en#ion #o s#uden#s3
*eha1iors or learning "ondi#ions and !reAuen#l en"ourage #he0 #o enhan"e shor#"o0ings- As a
#ea"her) Pa#ri"6 %illia0s s#a#es) 97 2o*I0 du#Ias a #ea"her is #o !ind #he *es# in &ha# 0
s#uden#s ha1e done and #o help #he0 see !or #he0sel1es #he di!!eren"e *e#&een #heir *es# &or6 and
#heir indi!!eren# &or6: ;My First Year As A Teacher, p-D<=- Hen"e) as a #ea"her) !inding a s"ien#i!i"
ins#ru"#ional 0e#hod "anno# *e ignored-
!o" Should 'earning Be Assessed?
As a *eha1ioris# #ea"her) 0easure0en# and e1alua#ion pla "en#ral role in #ea"hing- Assess0en#
is an e!!e"#i1e &a !or #ea"hers #o in1es#iga#e s#uden#s3 learning si#ua#ions- I# "an also *e regarded as
a guideline !or edu"a#ors #o sol1e s#uden#s3 di!!i"ul#ies- Ho&e1er) #es#ing and o*ser1ing are #he
popular and "o00on 0eans #o assess s#uden#s3 learning and *eha1iors- For #he *eha1ioris# #ea"hers)
9#he are "o00onl #o using per!or0an"e "on#ra"#ing and #ea"hing s#uden#s #o re"ord #heir o&n
progress: ;%e**) 7e#ha) and 8ordan) p-<H=- So) i# is signi!i"an# !or edu"a#ors #o !or0ula#e so0e
proper and e!!e"#i1e assess0en# #o help s#uden#s-
In "on"lusion) anal?ing #hese si. aspe"#s o! s"hooling is *ene!i"ial #o #ea"hers in unders#anding
#he rela#ionship a0ong #ea"hing) learning and s"hool- I# is also i0por#an# !or #ea"hers #o !igure ou#
#heir o&n philosoph o! edu"a#ion) *e"ause i# gi1es #he0 po&er o! #ea"hing and 0a6e #heir sense o!
#ea"hing and learning- Addi#ionall) in order #o *e an e.perien"ed #ea"her) #here are 1arious
edu"a#ional #heories #ha# should *e "onsider) su"h as #he purpose o! s"hool) #ea"hing "on#en#)
"hildren3s na#ure) "lassroo0 0anage0en#) and assess0en#- All #hese !a"#ors !or0ula#e "lear #ea"hing
E PERSONAL PHILOSOPH/ OF EDUCATION
and learning 0e#hods) and guide a no1i"e #ea"her #o #hin6 a*ou# #he real 0eaning o! #ea"hing)
learning and s"hool- Las# *u# no# leas#) #he also #ea"h #o do &ha# one &an#s and "arr on-
Re!eren"es
%e**) L- D-) 7e#ha) A-) J 8or dan) $- F- ;'(1(=- Foundations of American education- Ne& 8erse)
Colu0*us) Ohio: $e1in 7- Da1is-
H PERSONAL PHILOSOPH/ OF EDUCATION
A6o0ola!e) 7- 8-) ;PhD-=) J Ade*ao) 7- A-) ;PhD-=- ;'(1'=- Assess0en# o! e0o#ional in#elligen"e
a0ong se"ondar s"hool s#uden#s in i*adan 0e#ropolis) oo s#a#e) nigeria- Ife
Psychologia, 20;1=) '1@>''E- Re#rie1ed !ro0 h##p:KKsear"h-proAues#-"o0Kdo"1ie&KH'H(<<C4'B
a""oun#idL1@HD1
$u#ni"6) P-) J $ing#on) A- ;'((C=- ChildrenMs !riendships and learning in s"hool: Cogni#i1e
enhan"e0en# #hrough so"ial in#era"#ionB British Journal of Educational Psychology, !) C'1>
C4E- Re#rie1ed !ro0 h##p:KKsear"h-proAues#-"o0Kdo"1ie&K'1DHDDH((Ba""oun#idL1@HD1
7"%illia0s) P- ;1HH1=- Learning #o read- In $ane) P- R- ;Ed-=) My first year as a teacher ;pp- D@>D<=-
Ne& /or6) N/: Ne& A0eri"an Li*rar-
Pad0a2a) C- +- ;'(1'=- Classroo0 0anage0en#: An approa"h- I"P Journal #f English $tudies) ;'=)
4H>@'-