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Introduction: My personal philosophy of education is based around four fundamental ideas: that teaching and learning should be student centered: that true learning occurs best when it is most meaningful to the student: that every student has the right to a safe, caring and supportive learning environment and, finally, that learning is a lifelong process. In discussing my personal philosophy of education, I will elaborate on the aim of education, address the role of the teacher and the learner and explain the method of classroom practices.
Justification of my personal philosophy will be provided with preferences to four theorists – Nell Nodding, Maria Interiors, John Dewey and Frederica Forbore. It will also be demonstrated that my personal philosophy is in contrast to B. F Skinner and John Locke. Subsection 1. Aim of Education: Each individual teacher has an opinion about what the aim of education should be, not only in their own classroom, but in every school. I believe that real education is not about the teaching, it is about the learning how to learn.
My philosophy of education supports the views of Constructivism. In the Constructivist theory, we are the active creators of our own knowledge. Unlike Locker’s theory, the learner is not Just a blank slate (tabular Rasa) (Schools, 1992) who only learns from their experiences , rather an individual who builds knowledge through past and present experiences and that individually and socially construct meaning as they learn (Hein, 1991).
This theory has been clearly voiced by John Dewey among others , with the terminology of the ‘active learner’ where the learner has to do something; that learning is not Just listening but reading, writing, discussing and being engaged in problem solving (Dewey, 1916)џunwell & Elson 1991). As a student educator, I believe that education is for life. Our aim as educators is not just to prepare students for adulthood and vocation, but for continued learning and growing throughout life (Dewey 1897).
Nodding claims that the key aim of education should be to guide students into competent, caring, loving and lovable people’ by learning the knowledge and skills required to navigate the world around them (Nodding, 1992). My personal educational philosophy is in agreement with Dew’s “My Pedagogic Creed”. He famously states that ‘education, therefore, is a process of vying and not a preparation for future living Monsoons & Reed, 2008).
Locke advocated for an at-home education as a superior way of learning than school, as the student is only influenced by their parents and tutor, not by ‘rowdy games and bold attitudes of peer pressure’ (Locke, 1690). I disagree. I believe a student learns a great deal from Philosophy of Education By Sands-Hobbs process Monsoons & Reed, 2008). Dialogue between students and teachers, connects and bonds one another and assists in making caring relationships Monsoons & Reed, 2008). Subsection 2. Role of the Teacher and the Learner:
Many people have different motivations for becoming a teacher. Nevertheless, every future teacher must bear a passion and a love for children. It wasn’t until I became a mother myself, that I realized how imperative education was and how much I enjoyed seeing my children learn something new and me being a part of that process. Being a caring teacher is of utmost importance as it can shape the way a child responds. Nodding refers to this as being part of ‘environing forces’, whereby how you treat someone will result in how good or bad they act towards you (Nodding, 2005).
This hero was also in support by Dewey that caring teachers are considerate of student’s needs, supportive, fair, trustworthy, friendly, compassionate and respectful (Delaney et al, 2010). Nodding also claims that if students pursue educational activities that they are passionate about, this in turn will help create adults that are capable of caring and being passionate about themselves and the world around them Monsoons & Reed, 2008). Students learn best by personally experiencing learning that is physical, emotional, intellectual and spiritual – in a sense, a holistic approach to education.
As a student educator specializing in early education, I personally believe that the role of a teacher is to assist the student to be all they can be -to be seen as “a friend, a mentor, a facilitator, or an experienced traveling companion” (Forbes, 1996). This is also in line with Forbore. He created an environment in which a student could achieve their full potential and that a teacher should not meddle with this process of growing, but act as a guide (Simon, 1999), unlike that of Skinner, who’s belief was that the educators role was to change students behavior and ‘point it in more desirable erections’ (Conman & Craver, 2008).
I believe each student has the ability to achieve any ambition or target that is set for them or by them as long as they feel that the teacher believes in them. Students will only learn as much as the teacher expects of them. Research shows that a teacher’s attitude is conveyed to the student and as a result, promotes positive learning attitudes in the classroom (Fraser, 2008). It is my ambition as an educator to help and guide students to their fullest potential by creating a classroom where each of my students feel safe, supported and content in haring their thoughts and ideas and create their own learning.
Although Dewey, Forbore, Interiors and Nodding did not agree fully on the role of the teacher, they did however, concur that education must start with the child, not with the subject matter to be taught (Liked, 2001). I inspire to be a student or child- centered educator who shares Interior’s educational philosophy where every child is to be valued as a person with their own needs and pursuits (Gutted, 2001). There is a saying that goes ‘If you dare to teach, then you must dare to learn’ (Wong, 2001). Learning to be an educator does not end after graduation; it is a lifelong journey and obligation to your students and yourself.
I aim to be an educator that supports Nodding perspective of classroom practices, where educators need to be knowledgeable and ongoing learners themselves. Nodding believes by engaging with our students in conversations, we learn about their interests, needs, abilities and preferences for learning, and therefore gain knowledge on how to build lesson plans for their individual progress and how to assist with their growing. As we obtain his knowledge, it motivates us, as educators, to enhance our own capabilities (Nodding, 1999 & 2005).
I strongly agree with the theory of Freebie’s in respecting children’s dignity and creating an emotionally secure atmosphere (Gutted, 2001). I aspire to create and maintain a positive learning environment that is welcoming, safe, and inclusive and where accomplishments and disappointments are celebrated to help students feel valued and cared for. This in turn helps them to grow self-confidence and resilience (Hayes, 2008). Skinner believed that by learning in small steps, students can avoid aging mistakes (Conman & Craver, 2008). I object to this notion of creating an environment free of errors.
In fact, studies have proven that by challenging children to learn to do things differently after making a mistake, motivates them to try new a new approach (Deck, 2007). I believe students should be praised for their effort, not their intelligence. When considering the best method of teaching to use, I believe that each student does not learn in the same way. By implementing a variety of learning styles throughout my lesson plans (direct instruction, collaborative learning, inquiry earning, etc. ); each student will be given the opportunity to learn in their own learning style.
As an educator I will take responsibility to evaluate my classrooms programmer and students’ independent learning by daily observations, formal and informal converse and learning outcomes and objectives. This will be focused on what my students are able to do rather than emphasizing on what I have taught. By being attentive to where each of my student’s abilities are, I will be able to be more precise in how I can assist in their development and ensure they are being challenged. Interiors believed a classroom should be orderly and structured, as children dislike a chaotic environment (Gutted, 2001).
As an educator specializing in early education, I aim to have a well organized, ordered and appealing classroom with bright colors and motivational words and pictures to inspire my students. I agree with Forbore, and endeavourer to create a classroom that is ‘child sized’ so as my students are able to move about freely without any hindrance (Gutted, 2001). Conclusion: learning how to learn. As educators we should be passionate about assisting our dents to be all they can be and to be a friend and a learning companion.