Teaching Philosophy
An eclectic combination of philosophies intertwined with both life and professional experiences are the foundations of my personal philosophy of education. I believe that my philosophy of education should always remain adaptable so that I will be able to not only teach but inspire my students for many years to come. It is imperative that I work for a school district that is proactively engaged in creating safe, productive learning environments for their students. I feel that it is important to look for and interview in a district that has established an educational philosophy that is similar to my own.
Ever since I was a child, I have wanted to teach. I used to play teacher with my cousin Julie when ever I had the chance. We would place the alphabet (which we had drawn on paper) all over the ‘classroom’ and arrange the desks with the teacher’s desk (usually a table) prominently at the front of the room. I vividly remember how much fun I had correcting papers with a red pencil and putting the grades into the grade book.
There were several teachers throughout my educational journey that inspired me to want to teach even more. Mrs. Hertel, my fourth grade teacher, left a large and permanent impression on me. She had a huge, gregarious personality, yet was able to make every child in the classroom feel like they were not only a part of the class, but important to her personally. I remember that I had done poorly on a fractions test. Instead of giving me the D that I had earned, she had me stay in for recess and retake the exam. She had told me that she knew that I could do better and that I would take the test over until I did as well as she knew I could do. She fostered a sense of self-efficacy within me as a student. What an amazing gift to give to a child!
Following my inspiration to become a teacher, I began working on my education degree right out of high school. However, I did not finish my teacher education in my early twenties as most do. I did not finish until I was well in my thirties and a mother of two. This alternate route that I followed became a blessing. It enabled me to see the field of education from an entirely different perspective and with a respect for the profession that I do not always see in my younger college or professional peers.
People tended to react with surprise when they discovered that I was a full-time college student. When people realized that I was back in college to finish my teaching degree I was often asked, “What grade do you want to teach?” I typically replied, “The peanuts. I have always wanted to be an elementary school teacher.” Reflecting on this, I have come to understand that I would be happy teaching any grade or course that I am qualified to teach. The subject or grade is not as important as being given the opportunity to teach.
Barbara Wilt in her personal teaching portfolio stated that, “A teacher's personal philosophy of education is a critical element in his or her approach to guiding children along the path of enlightenment” (www.schoolmarm.org). I agree with that statement. In order for an educator to teach and mold the minds of their students, they first need to understand not only what they want to teach, but how they are going to teach. We can come to this understanding by studying the philosophies of education.
In studying the four schools of educational philosophy, we had the opportunity to see the valid points of each approach. I have taken time to reflect on my own personal beliefs along with my educational goals in order to find which philosophy I identify with most. The essentialism school of educational philosophy is where my truth lies. I believe that there is a core of information that children need to possess in order to build a solid foundation for their education to grow upon. I believe that a teacher should be concerned with producing well-informed productive members of society so that our country can continue to prosper. I believe that a learner centered educational environment is the most beneficial to the student. All of these beliefs encompass the essentialism school of educational philosophy.
Two other schools of philosophy have aspects that will only enhance the essentialist perspective. Within the perennialism philosophy of education are not only the classics in literature but the great ideas from our history’s most profound thinkers. These should be rigorously pursued in an educational setting. These works can be woven seamlessly into the curriculum, to support the core curriculum. These can be practiced in a manner that is consistent with the progressive school of educational philosophy. It has been proven that interdisciplinary coursework using hands-on materials that are relevant to the students experiences is an extremely effective teaching strategy with high retention rates. This is progressivism at its best. In my classrooms, I have always provided the opportunity for hands-on learning, especially in math and science. Through the use of Daily 5 learning centers, I have also been able to incorporate a hands-on approach to literacy. Both the perennialism and progressive educational philosophies enhance the essentialism philosophy, which I believe will benefit my student’s educational experiences.
At the center of my philosophy, and the most important aspect of my teaching style, are my students. Each and every individual that I have the privilege of teaching has different needs and talents. Having taught early primary students, I know this is the time in their educational journey where exceptionalities present themselves. Identifying these exceptionalities can be a difficult process. In this new era of doing more with less, educators confront situations where the budget does not allow for the most opportune learning environments to occur. Therefore, it is vital for the classroom teacher to have a working relationship with the instructional support staff. This collaborative working environment ensures the creation of the best learning environments for all students. It is my duty as an educator to ensure that each student has the strategies they need in the best environment available.
Ever since I was a child, I have wanted to teach. I used to play teacher with my cousin Julie when ever I had the chance. We would place the alphabet (which we had drawn on paper) all over the ‘classroom’ and arrange the desks with the teacher’s desk (usually a table) prominently at the front of the room. I vividly remember how much fun I had correcting papers with a red pencil and putting the grades into the grade book.
There were several teachers throughout my educational journey that inspired me to want to teach even more. Mrs. Hertel, my fourth grade teacher, left a large and permanent impression on me. She had a huge, gregarious personality, yet was able to make every child in the classroom feel like they were not only a part of the class, but important to her personally. I remember that I had done poorly on a fractions test. Instead of giving me the D that I had earned, she had me stay in for recess and retake the exam. She had told me that she knew that I could do better and that I would take the test over until I did as well as she knew I could do. She fostered a sense of self-efficacy within me as a student. What an amazing gift to give to a child!
Following my inspiration to become a teacher, I began working on my education degree right out of high school. However, I did not finish my teacher education in my early twenties as most do. I did not finish until I was well in my thirties and a mother of two. This alternate route that I followed became a blessing. It enabled me to see the field of education from an entirely different perspective and with a respect for the profession that I do not always see in my younger college or professional peers.
People tended to react with surprise when they discovered that I was a full-time college student. When people realized that I was back in college to finish my teaching degree I was often asked, “What grade do you want to teach?” I typically replied, “The peanuts. I have always wanted to be an elementary school teacher.” Reflecting on this, I have come to understand that I would be happy teaching any grade or course that I am qualified to teach. The subject or grade is not as important as being given the opportunity to teach.
Barbara Wilt in her personal teaching portfolio stated that, “A teacher's personal philosophy of education is a critical element in his or her approach to guiding children along the path of enlightenment” (www.schoolmarm.org). I agree with that statement. In order for an educator to teach and mold the minds of their students, they first need to understand not only what they want to teach, but how they are going to teach. We can come to this understanding by studying the philosophies of education.
In studying the four schools of educational philosophy, we had the opportunity to see the valid points of each approach. I have taken time to reflect on my own personal beliefs along with my educational goals in order to find which philosophy I identify with most. The essentialism school of educational philosophy is where my truth lies. I believe that there is a core of information that children need to possess in order to build a solid foundation for their education to grow upon. I believe that a teacher should be concerned with producing well-informed productive members of society so that our country can continue to prosper. I believe that a learner centered educational environment is the most beneficial to the student. All of these beliefs encompass the essentialism school of educational philosophy.
Two other schools of philosophy have aspects that will only enhance the essentialist perspective. Within the perennialism philosophy of education are not only the classics in literature but the great ideas from our history’s most profound thinkers. These should be rigorously pursued in an educational setting. These works can be woven seamlessly into the curriculum, to support the core curriculum. These can be practiced in a manner that is consistent with the progressive school of educational philosophy. It has been proven that interdisciplinary coursework using hands-on materials that are relevant to the students experiences is an extremely effective teaching strategy with high retention rates. This is progressivism at its best. In my classrooms, I have always provided the opportunity for hands-on learning, especially in math and science. Through the use of Daily 5 learning centers, I have also been able to incorporate a hands-on approach to literacy. Both the perennialism and progressive educational philosophies enhance the essentialism philosophy, which I believe will benefit my student’s educational experiences.
At the center of my philosophy, and the most important aspect of my teaching style, are my students. Each and every individual that I have the privilege of teaching has different needs and talents. Having taught early primary students, I know this is the time in their educational journey where exceptionalities present themselves. Identifying these exceptionalities can be a difficult process. In this new era of doing more with less, educators confront situations where the budget does not allow for the most opportune learning environments to occur. Therefore, it is vital for the classroom teacher to have a working relationship with the instructional support staff. This collaborative working environment ensures the creation of the best learning environments for all students. It is my duty as an educator to ensure that each student has the strategies they need in the best environment available.