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Educational Philosophy

My Educational Philosophy

            I have developed an educational philosophy, which is constantly reflected upon and modified by my experiences with students in the classroom and in the school environment. I have done extensive research, as part of my professional development, on the philosophies and practices of respected educators. Two such gurus, namely, Haim Ginott and William Glasser, have made a strong impact on my beliefs. From my exploration of the ideas of these two men along with my own values and realistic expectations, my educational philosophy continues to emerge.

            I agree with William Glasser that children and young adults learn best in a nurturing and supportive atmosphere that is non-threatening and supportive. Students should be encouraged and inspired to learn without fear of humiliation or hostility. The fostering of the independent learner is what I as a teacher feel is a necessary component to successful learning. The following is what I believe will bring about this successful learning and is the basis for my educational philosophy.

My classroom of 2011 and beyond will not be a stagnate one. I, as an educator, am ready to deal with many elements. I am equipped to encompass all mandates from the state including content and certain required services. The other factors that play a crucial role in achieving a successful learning experience include various social issues and learning styles and must be included as I develop my lessons. I am prepared to carefully intertwine the above-mentioned features in order to achieve a successful education experience for my only target: the learner.

The learner is a major component in bringing about an efficacious curriculum.  There are many facets to a student’s life, however, that determine the degree of learning that is occurring. My role is to make sure that in my teaching I take into consideration the student’s culture, socioeconomic status, family issues, and if he or she is affected by the social dilemmas of out times. It is my responsibility to build a “hook” into my lessons, which will keep the students interested and ensure that they are engaged in learning.

In addition when I prepare my lessons, differentiated learning and multiple intelligences are always taken into account and now technology is an integral part of my classroom.  Students learn differently, come from different backgrounds and have different needs and wants. All of my students do not learn by the same formula. For example some students need verbal instructions, some students need written instruction, some students need the use of tactile or kinesthetic strategies, and some students require some form of combination.  Furthermore the students in my classroom will learn mostly by “doing” rather than by “absorbing”.

 Gone is the time when an educational philosophy only included what was necessary for teaching reading, writing, and arithmetic. Students come into the school arena with a host of different issues that I must address in my lesson planning. Outside forces are constantly “tugging” on the learning experience and exerting pressure for modification. I am responsible for constantly evaluating what is taught in my classroom and how it is taught. It is evident that I as an educator must have the qualities of compassion, dedication and devotion.  But these attributes cannot exist in isolation; I as a facilitator of learning have strived to incorporate the ever-changing dynamic aspects of the learner in the 21st century into my educational philosophy.

 

 

 

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