Philosophy Of Education

Philosophy of Education There are many different approaches to teaching, some traditional and some more revolutionary. What I recognize as a higher quality of education are classrooms based on the teaching philosophies of social reconstructionism and progressivism. With these teaching philosophies in place, students have opportunities to work with others both in the classroom and their communities to address real-world issues. Students learn how to responsibly lead themselves and each other, while the teacher acts as a facilitator, guiding them and giving them tools to promote independence and problem solving skills. In this environment, students become active and responsible learners. As an educator, I expect to provide nothing less for my own students. To achieve the goals of these philosophies, teachers must create a sense of community within the classroom. Central to this achievement, is a teacher who provides equity for all students, exhibits culturally responsive pedagogy, and demonstrates differentiated instruction to ensure that every type of learner, from any background feels welcomed, comfortable, and confident. Only through these approaches can students grow to be lifelong learners who have the ability to become strong, productive members of a greater community and function effectively within that community. Within our communities, we generally see much diversity. Unfortunately, we also encounter stereotypes and internalized racism. When students are minoritized, they often do not feel empowered or confident, and their learning experience is likely to be inhibited. I am eager to bring to my students, a sense of pride for the unique individuals they are and help them to appreciate themselves and others, embracing diversity. In the article “But That’s Just Good Teaching! The Case for Culturally Relevant Pedagogy” (1995), Ladson-Billings explains that by

having family members of students volunteer to teach the class particular skills, students learn that where they come from is of value (161). Through activities such as these, students become proud of their family members and their accomplishments. It instills a sense of pride for where they come from. It also helps other students to appreciate different cultures and gain a sense of respect for the achievements that differing people have accomplished. Not only do these types of culturally responsive activities instill pride and respect, but they also allow for community members to be involved with the school and show the importance of family and community participation. As a way to build community and allow for student growth, I aim to implement group discussions. This type of activity gives everyone equitable opportunities to express him/herself and allows the group to lead the discussion, build, and learn from one another. In the book “The Teacher Wars” (2014), Goldstein examines the belief of Francis Wayland Parker, which is that teachers should create lesson plans of their own instead of merely reading textbooks (81, Nook Ed.). It is not enough to read from a book, or stand and lecture students. To truly engage students with ideas and information, students must hear the ideas and thoughts of others and to be able to freely respond. There are many types of learners. Within one classroom there may be advanced learners, average and below average learners, English Learners, and special needs students. For teachers to be successful, they must provide equity to all learners in order for each student to succeed. For equity to occur, the teacher must differentiate instruction to suit the needs of every child. According to King-Sears (2008), differentiated instruction provides flexibility. Teachers are able to vary the ways in which students engage with the content and one another and are also given the opportunity to express their understanding in different ways (57). In order for all learners to

succeed, teachers must be creative in their instruction and allow for flexibility in teaching and in the student’s expression of content knowledge. I believe that effective teachers understand students’ differences and needs, and provide a learning environment that fosters every student’s abilities. Every student should feel that his or her classroom is a save environment where they are valued, free to explore, challenge, and achieve their goals. As a teacher, I understand that I can have a great impact on my students. I wish form every one of them to become motivated lifelong learners who achieve happiness, a personal sense of achievement, and the drive to pass these qualities on to others for the greater good of their communities, and the world.

REFERENCES Goldstein, Dana. (2014). The Teacher Wars. New York: Anchor Books. Nook File. Sears, Margaret. (2008). Facts and Fallacies: Differentiation and the General Education Curriculum for Students With Special Educational Needs. Blackwell Publishing. Ladson-Billings. (1995). But That’s Just Good Teaching! The Case for Culturally Relevant Pedagogy. Theory Into Practice. Volume 34, No. 3. Culturally Relevant Teaching. PP. 159-165.