Philosophy of Education

When I first started this journey to get my master’s degree, I was required to write my

philosophy of education. Now, three years later and at the end of my degree, I am looking back

over that philosophy to see what has matured or changed with my experiences. While I can

attest to the wealth of knowledge that I have gained in terms of instructional strategies and

building solid lesson plans or units of study, my underlying philosophy of education has

remained the same. The ​paper​ submitted with this essay is a copy of that paper written at the

beginning of my studies. This paper, though a shortened condensed version, will highlight a few

of the ideas that I feel the most passionate about, now more than ever.

My educational philosophy is taken from a variety of sources. I have found that no one

teaching method or theory is the best when used exclusively. I am a dynamic eclectic teacher,

and I change my style and methods to fit the needs of my students, and not the other way around.

Each group of students has been different for me, as has been my approach to teaching them.

There were some that seemed to thrive with more direct instruction, while others flourished

under a more constructivist approach as they discovered, discussed, and directed their way

through the year. For some subjects, like spelling and writing, I tend to use more direct

instruction, modeling, and scaffolding. Other subjects, like science, naturally lend themselves to

a constructivist approach (Milner, Templin, & Czerniak, 2011). Ultimately, I think it best to get

to know my students and try to fit my teaching style to what will help them to be successful.

A vital part of being an effective teacher is having a solid understanding of childhood

development. Slavin (2015) said, “One of the first requirements of effective teaching is that you

understand how students think and how they view the world” (pg. 29). If I understand how they
think, than I can provide effective lessons and further opportunities to grow and expand their

zone of proximal development.

I will also set realistic goals for each student and discuss those goals with them. I have

found that when working on a goal with a child, when they know what they need to improve,

they become co-laborers in the process; it is not being done ​in spite​ of them, but ​with​ them. My

expectation for my students will be high, but attainable. If a teacher expects greatness from

students, they will get greatness; if they expect little, they will get little, (Kiefer, 2014). I will be

clear with my students about what I expect of them, and will not settle for sub-standard;

however, I want them to know that I will also be right there with them throughout the whole

process, encouraging, praising, and giving them the approval they need to be successful.

We live in an increasingly diverse culture in every way imaginable. America is a blended

mix of cultures from all over the world. There are also many changes taking place in our country

in regards to how gender and sexual preferences are viewed and treated. In the midst of all of

these changes, I want the students in my class to know that they have come to safe place, free

from prejudice, bullying, and degradation. Along with this, I want to provide opportunities to

have discussions about the changes that are taking place, the cultural differences, and what that

means to them. Perrone (1991) said, “Our challenge is to make the school a safe setting to

engage in conversation and serious inquiry about race and cultural differences. If the schools

aren't such a place, where else will these conversations occur constructively” (p. 48)? I believe

that part of my job is to help my students to understand what is going on in the world around

them in regard to these issues, and guide them through the tumultuous waters of diversity so that

they learn how to see diversity as a strength, not a weakness.

 Dewey (1916) said, “The most important attitude that can be formed is that of desire to

go on learning” (n.p.). This saying encapsulates how I feel about my goal for myself and my

students. I have but one year in the life of my students; one year to blow on the embers of their

hearts a love for learning. Though a year seems short, it was done in my life not so long ago. I

only hope I can do the same for the ones that walk through my door as well.
 References

Dewey, J. (1916). ​Democracy and education: An introduction to the philosophy of education​.

New York: Macmillan.

Dewey, J. (1938). ​Experience and education​. New York: Free Press.

Kiefer, S. M., Ellerbrock, C., & Alley, K. (2014). The Role of Responsive Teacher Practices in

Supporting Academic Motivation at the Middle Level*. ​Research In Middle Level

Education Online​, ​38​(1), 1-16.

Milner, A., Templin, M., & Czerniak, C. (2011). Elementary Science Students' Motivation and

Learning Strategy Use: Constructivist Classroom Contextual Factors in a Life Science

Laboratory and a Traditional Classroom. ​Journal Of Science Teacher Education​, ​22​(2),

151-170.

Perrone, V. (1991). ​A Letter to Teachers: Reflections on Schooling and the Art of Teaching​. San

Francisco, CA: Jossey-Bass.

Slavin, R. (2010) ​Educational Psychology: Theory and Practice.​ Boston: Pearson.