Katie Delaney

Philosophy of Education

I. Introduction
Everyone is always curious as to why I would ever pursue a career in education.
Many do not understand why I want to earn a degree in mathematical education
instead of cultivating my talents in a way that allows for more financial stability.
Becoming an actuary, or something similar, would most likely provide a substantially
greater income than a career in education. Be that as it may, education offers me so
much more than a sizable salary ever could. It is my passion. I believe that my
aspirations to become a teacher will fulfill my resolute desire to promote the
importance of erudition and perpetuate the passion I possess for enlightening children
about the wonders of learning.
II. Why should I teach?
I believe that the purpose of education is to develop young minds and inspire students
to find what they are passionate about. This will lead children to pursue successful
and fulfilling lives, as well as encourage them to become educated, responsible
citizens. I believe that a competent, qualified teacher is critical to the learning
process. Teachers must be positive role models for students; and I consider myself to
be someone that students can learn from and emulate. I want to provide children with
a feeling that they can, and will, succeed. Children need to feel safe and valued when
they enter a classroom, and I want to provide that kind of atmosphere. Many teachers
do not implement a sense of comfort for students in their classrooms, and without this
necessity, students cannot share and learn as effectively. Schooling teaches children
more than just subject matter; it nurtures students growth as law-abiding, morally
sound citizens that will be able to function in the greater community. I want students
to be inspired by education to find their vocation and evoke a new sense of creativity
for problem-solving.
III. When did I decide to become a teacher?
When I was eleven years old, my family moved from a small town in the
southwestern suburbs of Chicago to a much larger area in the western suburbs. I
earned high marks in my math classes, but the small school that I had previously
attended did not offer an accelerated mathematics program. After being enrolled in
the new middle school, the guidance counselor suggested that I be placed in the
accelerated math program that they offered. I eagerly dove into the coursework;
however, I soon learned that I was missing something vital: the building blocks to
learn the new material from the previous course. Math had never been especially
difficult for me, so I wrongly assumed I would eventually grasp the material. After
several weeks of struggling to understand, I proceeded to ask my teacher for the
assistance I desperately needed. She immediately deferred me to one of the brighter
students in the class for any explanations of material I did not comprehend. This
young man was exceptionally gifted in math, but lacked in communication skills. He
would show me how to solve a problem without saying more than five words in total.
Needless to say, this did not help my problem. After communicating with my teacher
that I required more help, she could not conceive as to why I could not master the
material. She then informed me that she did not possess the time necessary to explain
the concepts I did not comprehend, even after I offered to stay afterschool or arrive
early to work with her. At that point, I had failed my first test ever, both in
mathematics and my academic career. Eventually, I was moved into a classroom with
a different math teacher. This educator took the time to explain the data I did not
understand, as well as fill in several gaps I had about the problem solving process.
Subsequently, seeing the difference between the two teachers, I knew I never wanted
another student to feel like I did when learning math in sixth grade. I wanted to make
a difference in students lives and show them that math is not as formidable as
previously thought, and can be enjoyable.
IV. Who should teach and be taught?
Educators should be enthusiastic, knowledgeable individuals who are positive role
models for children. Teachers are an integral part of the classroom. In order to teach
effectively, I must address who I am as an individual. In The Courage to Teach,
Palmer, in answering the question about who teaches, states that, By addressing it
[who teaches] openly and honestly, alone and together, we can serve our students
more faithfully, enhance our own well-being, make common cause with colleagues,
and help education bring more light and life to the world (7). Palmer assembles a
valid argument; when we are cognizant of our strengths and weaknesses, we can
become better teachers and shed a positive light on educational endeavors. The
educator must utilize his or her strengths, as well as compensate for his or her
weaknesses, in order to demonstrate to the students that he or she genuinely cherishes
and values each student. In addition, all teachers must hold high, but achievable,
standards for students to reach in the classroom. Along the same lines, the student
must be an active participant in the educational process. Educators must create
authentic activities that motivate students to take part in learning. Additionally,
students will understand that diversity is a natural part of the classroom. As the leader
of the class session, I will encourage all students to work together to achieve a
common goal and engage in collaborative learning. This will foster a sense of
community and allow students to work with others from different backgrounds than
their own. My role as a teacher will be to garner creativity, promote knowledge, and
create a safe, tolerant atmosphere for my students.
V. What should I teach?
I decided that I wanted to teach mathematics after my experience with the
unconcerned teacher in middle school. Math is an important subject that must be
taught to students around the globe. This part of the curriculum, however, is one of
the weakest points for many students. I desire to be an educator than can relate math
to realistic experiences and our civilization in general. Mathematics is an integral part
of our daily routine. There would be no Internet, cell phones, airplanes, and so much
more technology without the advantageous use of math. In an article that addresses
the importance of teaching math, Roman says, Mathematics gives our work purpose,
pointing us in new directions, opening new avenues for exploration and
understanding. The more we understand, the better we can compute and the more
elegant our designs, products and services will be (1). Many career paths are now
based on mathematical concepts. Even if an occupation does not require
computational skills, every job, at some point or another, will test ones problem-
solving abilities. Math implements problem-solving situations in every aspect of the
curriculum. Through these situations, students can learn how to sift through
insignificant information and manipulate appropriate materials to satisfy their
purposes. Furthermore, as we become more globally connected, people around the
world with communicate with an ease never before seen. Numbers and math are a
universal language across the globe; despite language barriers, students can interact
with other children around the world using numerical representations of situations.
Math is necessary and valuable to our society; and I intend to advocate for students to
become better in this subject area.
VI. How should I teach?
Teachers have a profound responsibility for cultivating students minds of the next
generation. I will address students on an individual level, and provide students with
opportunities to discover subjects that they enjoy. I hope to inspire some students to
love mathematics as much as I do. My methodology for teaching would include a
combination of several different epistemologies of education. Progressivism adheres
greatly to my belief system and would allow me to employ a variety of methods that,
I believe, will benefit students. Each classroom contains a community of learners that
varies in ability as well as learning styles. As a teacher, I will provide students with
tools that will help to cultivate their own knowledge. In an article addressing the new
aspects of progressivism, the author mentions, Progressive educators respect
individual need, exploit individual capability, and enhance values and autonomy
(Silcock 202). Focusing on the individual needs of students will demonstrate to them
that I genuinely am captivated by my students and desire for them to learn. Students
will discover ideas for themselves, through hands on learning, and will construct their
own knowledge based on experiences had in the classroom. I want to provide a stable
support system, through which students feel as though they can explore different
areas and solve problems in their own ways. I desire for students to realize that there
is not one right way of solving a problem; there are multiple paths that will lead them
to an answer. I will encourage creativity, but also provide a reliable example of a
conscientious and moral individual for my students to model.
VII. Conclusion
The education of societys children is paramount to continuing civilization. As a
teacher, I want to be a champion for all students to learn and achieve their dreams. I
believe I bring a new perspective and excitement for learning into the world of
education. I want to provide children with opportunities to succeed; and a career in
education will give me a chance to make a difference in students lives.













References
Palmer, Parker J. The Courage to Teach. San Francisco: Jossey-Bass Inc., 1998. Print.
Roman, Harry T. "Why Math is so Important." Tech Directions. 63.10 (2004): 16-8. ProQuest.
Web. 27 Mar. 2013.
Silcock, Peter. Three Principles for a New Progressivism. Oxford Review of Education. 22.2
(1996): 199-216. ProQuest. Web. 28 Mar. 2013.