Running head: PHILOSOPHY OF EDUCATION

Karen Villatoro Gonzalez

College of Southern Nevada Charleston Campus EDU 201

Professor Christensen Artifact #3

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In one of the reflective journals we turned in, we had to discuss what our philosophical

orientation is or what matched up the most after taking the test in our class book page 139 141.

When I took the test, I was very close in three of the styles, Reconstructionism, Perennialism but

what came in as a winner by 1 point was Existentialism. After reading what it means on the

same page 141 of the test, I can tell you that I truly do identify with that. I have always been a

believer that we are responsible for our choices and our future. I impose that on my children, in

my students and in everything I am involved in.

One of the main reasons why I believe I have that philosophical orientation is because I

saw the same in my mother. She has been a teacher for more than 30 years and has always

placed self-esteem in students that believed they couldnt be anything. She always stated that we

were the drivers of our own vehicles and we had to make choices and when we made bad ones,

we had to reflect on them and learn. She always taught us that there was no such thing as being a

bad person it was just a matter of making bad choices and not making them again. I was driven

into this direction because I saw her drive and willingness to help and teach others. As far as I

can remember, I was the one always playing school and of course, I was the teacher. I always

had plenty of things to do, from coloring to word search to board games and everyone loved it.

As I grew older, my dedication to others and to teach grew, I will always babysit my nieces and

nephews and made it a point to teach them something new or to just sit at the table and read to

them.
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My personal knowledge came into play once I graduated and took on a job at an

Elementary School where my mom referred me. I will never forget, I was the right hand of the

principal and had a desk to work from right in her office. I helped with supervising the children

during breakfast, lunch and recess. I also was able to see how she handled those children that

unfortunately made those bad choices my mother always spoke about. I knew then, Yes, this is

what I want to do! She had a way of speaking to the students and it always started as my mom,

you can be somebody! I will never forget how much I benefited from working with Mrs. Urban,

the school principal.

I started my field observation on March 30th and can tell you that it was an amazing

opportunity. The teacher in this particular class just started after winter break and came from a

school at a high end area. She states that she was shocked to see the English deficiency as well

as the poverty. I shared with her that I have been working in this area since 2012 and can

definitely understand what she means. The environment there is one of need from all students

for guidance, they are expecting for you to be the one to make a difference in their lives. It is the

right place to work in my eyes because you can make a difference and I can definitely make use

of my philosophical orientation.

One of the historical events that has taken place and has also made an impact on me is the

Bilingual Education. I have learned so much from this as a bilingual individual myself and as

someone who has gone through the school system as a limited English student. See, the thing is

English limited is not only for the Spanish speaker, it is so much more. A lot of individuals

struggle with this and we are so unaware that this can be a challenge for the student and the

teacher. The Limited English Proficient student can be anyone that individuals who speaks

anything other than English no matter what kind of English it is. For example, Ebonics, this is a
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blend of words ebony and phonics also known as African American Vernacular English or Black

English. This means that children that come from homes where they speak in Ebonics, are

limited in English because their English is not proficient. You can read more about this in our

book on pages 260 261.

As a teacher, I will strive to support all of the needs a student may have. I dont want to
be that teacher that left Jesus Martinez just sit there because the law required him to be in school.
I read about this student in our book on page 274 and was so heartbroken as to how he was
treated. Today, you still see this whether with children of English limitations or special needs or
just that student that has no drive to learn. I have promised myself time and time again that I am
here to make a difference not to break dreams but to help build them. My strategies would be of
support, support to the student, to the parents/guardians and to the community. If you can
provide that extra 30 minutes of support (and sometimes more), I am sure it will make a
difference. You can never make your lessons with intent for failure. There are ways to adjust a
lesson in a way that every student understands and in any case they dont, then you are there to
help. Focusing on all of the student diversity and needs is a must when it comes to you teaching.
A students growth is achieved when a teacher adopts a mentoring caring role. You have to have
the willingness to never give up on your students. Displaying compassion for them and showing
them that they are important enough for you to take that time to care and work with them. You
have to be clear on each students goals, take that time to share and experience, to be a mentor,
and remain positive. Helping students with different needs and assessing them starts with you,
the teacher, demonstrating confidence in them. Set your expectations and they can experience
how you treat them like adults and expect them to achieve their goals.
I personally believe that all children have the right to attend school, the ability to learn
and become anything they want to become. No matter where they come from, their race,
religious beliefs, gender, ethnicity or capability. You must build a personal relationship with
them and show them and educate them on everything including life. All students should have
that opportunity to learn and they all deserve you to give it all you have. They deserve for you
to build that personal relationship with them and give them all an equal chance of success. For
you to remain professional, knowledgeable, well informed, technological savvy, and someone
who puts them first.
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I currently work in the Clark County School District as a teacher assistant and will
transition over to a licensed teacher. The steps I took to get to where I am today has been to
graduate High School and now attending College at College of Southern Nevada. Once I am
done with college, I plan on taking advantage of the accelerated program offered by CCSD. The
requirements for the accelerated program were found on the CCSD website and are as follows:

Live, or plan to live, in Clark County, Nevada, prior to the start of face-
to-face professional development sessions.
Conferred bachelors degree from a regionally accredited higher
education with a minimum 2.75 cumulative GPA.
The Nevada Department of Education requires that transcripts from
foreign colleges/universities be translated and evaluated by one of
the state-approved evaluation agencies.
Successful employment history and ability to secure at least two
current/recent supervisory references.
Passing scores for all portions of the Praxis Core Academic Skills for
Educators (Core) exams.

The license they give you once you apply will be good for three years as long as teacher
remains in the area endorsement and maintains satisfactory performance. I feel that the amount
of years I have working in a school setting and all of the volunteer I have done as well can help
me in completing my dream. I am trying to get all my classes in line to graduate by next year
and start this process. I am looking forward to working and serving the students that will be
placed in my class. My goal is to be the best teacher I can be and to provide the best education
for our future leaders of America.
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References

Parkay, F. (2013). Becoming A Teacher. = pages 139 141

Parkay, F. (2013). Becoming A Teacher. = pages 260 261

Parkay, F. (2013). Becoming A Teacher. = page 274

CCSD Website. Alternative route to licensure http://teachvegas.ccsd.net/teaching/alternative-

routes-to-licensure/