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There are many different educational philosophies that have been developed
over the years. Some of these philosophies are teacher-centered and some are
student-centered, but they all have the same goal, and the goal is to provide students
with the best education possible. One of which is the progressivism. John Dewey, a
principal figure in this movement from the 1880s to 1904, set the tone for educational
just stand in the front of the classroom and told us what we needed to learn. For our
homework, we would just read our textbooks, and that was that.
How do students learn best? And how can teachers help students grow?
When I was a new teacher, I have heard a lot about different types of teaching
philosophies. As years go by, some of my co-teachers say that I should focus more
on progressivism, or the idea that education comes from the experience of the child.
This theory originated in America in the late 19th century and continued to develop
believed that children should experience democracy in school to make them better
citizens (Diehl, 2008). Instead of having an all-knowing teacher standing up front and
according to Dewey.
At first, I was intrigued by these ideas, but I was not sure how to apply them in
my classroom. Now since I have an idea of this philosophy, let me describe you what
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a progressive curriculum is and show you how I can put together a progressive
Learner-Centered
Progressivism believes that education comes from the experience of the child.
example above when I was in my elementary years, the teacher was the focus of the
classroom. Out teacher stood in the front of the class and told us what she wanted us
to know. The center of gravity of the classroom was with the teacher; everything
But in a progressive classroom, the center of gravity is within each child. That
is, progressive education revolves around the child's needs, not around the teacher
struggling with basic division, then I will have to work with that student on division
Another major part of progressivism is teaching the whole child. That is,
teaching students to be good citizens and not just good learners (Ganly, 2013). For
example, I could design a lesson that explores issues like human rights or why voting
is important. I could choose literature that teaches students values, like honesty and
justice. In this way, I would be teaching the children how to be good citizens and not
children live and learn in a community. That is, children are not isolated from others in
the real world, and they should not be isolated from others in their learning
from one another (Brown, 2014). It has often been said that it takes a whole village to
educate a child. Children learn from watching others, working with others, and
How can I use the learning community to help my students? I could design
assignments so that the students are working in pairs or groups so that they can
learn together. I would use cooperative learning strategy that would aid children in
in the real world. Using community resources and volunteers will provide variety in
the daily routine of school and strengthen the “want to” attitude of children to get
actively involved in. I can also encourage a community that values learning and
encourages students to talk about what they are doing in class, even when they are
solve a problem. Critical thinking is a form of problem solving that is much more than
just gaining knowledge. Someone who has good critical thinking skills will look at
both sides of an argument, and they will also look at evidence to support the two
than explanatory”. This lets the learner be capable of establishing rules for the
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classroom and finding ideas on how to develop problem-solving and decision-making
skills. An important goal of education is helping students learn how to think more
students to be creative and to inquire about topics that are of interest to them.
Another way to forge critical thinking is letting them develop their questioning skills.
Questioning plays a critical role in cultivating critical thinking skills and deep learning.
Questioning models for students how they should think (Hereford, 2011). Next is
developing their problem solving skills. Problem solving extends their inquiry work. It
is important that my students think for themselves. In problem solving they apply the
critical thinking strategies they have learned. Last is, collaboration. Integrating
involving the students in their learning through collaborative work. This helps the
students take ownership of the learning and think critically about issues.
the acquisition and application of knowledge, skills, and work habits through the
performance of tasks that are meaningful and engaging to students (Hibbard, 2015).
It gives students open-ended objectives and the freedom to meet these goals in the
manner they see fit. They are useful for identifying a student’s confidence, strengths,
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In my classroom, I would:
proposition;
b. Give extended tasks that require sustained attention in a single work area and
are carried out over several hours or longer. Such tasks could include drafting,
c. Have them make portfolio of their "best pieces" and their evaluation of the
strengths and weaknesses of several pieces. The portfolio may also contain
some "works in progress" that illustrate the improvements the student has
In conclusion, I can be that kind of teacher that serves more as a guide and
beyond the individual in the classroom. I should be good with making group decisions
and keeping in their mind the consequences for the students and how it may or may
not benefit them. My role is to help my students acquire the values of the democratic
system.