My

Philosophy of Education
By Janice Enquist
April 29, 2015

Why school? Why students and teachers? Why educate? I believe that life, for
everyone, is a school. From the time we are born until our last breath, we are
learning. Children, especially, absorb an enormous amount of information in their
early years. Their little minds, with millions of waiting brain cells, are in place to
build knowledge. What they are taught will largely determine what type of person
they will become. Teachers have the incredible privilege to guide students mentally,
morally, physically, and socially.
Educational Philosophies
In all the philosophies of education, there are vital elements. But, my leanings are
towards Essentialism, or laying a good foundation, and Progressivism, which is
building a curriculum around the interests, experiences, and abilities of the
students. The first philosophy mentioned requires learning to be mastered before
moving on. The second allows for more individuality and creativity. I appreciate John
Dewey who believed that, Were all instructors to realize that the quality of mental
process, not the production of correct answers, is the measure of educative growth,
something hardly less than a revolution in teaching would be worked. To learn to
think of solutions to problems, he encouraged students to get out in real life and
test theories. I also appreciate the emphasis on exploring the needs of society and
caring enough to do something about those needs in Social Reconstructionism. Life
is more meaningful when lived to serve others. I promote Perrenialism too, as I am a
devout believer in the Bible, which is considered a classical writing. I trust its truths
more than any other book. Existensialism gives students freedom of choice. Each
individual has unique interests that motivate them to explore and learn. However,
this approach would not meet the needs of a large percentage of students who
thrive on management and structure.
Bonding
My first priority as a teacher involves nurture. Until a childs physical, social, and
psychological needs are met, one can expect little cognitive development. One
must satisfy lower level basic needs before progressing on to meet higher level
growth needs, Maslow (1943). Every child deserves love, attention, appreciation,
and security. Every person, young or old, is priceless and has unlimited potential.
Students need to know and experience their true value at home and in the
classroom. One must satisfy lower level basic needs before progressing on to meet
higher level growth needs.

Values
Equally important are moral values. Without a fine-tuned inner compass, a mind is
like a ship without a rudder. Exposure to falsehood and evil is rampant in a lifetime.
From the earliest years, a child must begin to differentiate between right and wrong.
Modeling ethical behavior, I desire to be what I tell the
student to be and do what I tell them to do. Obedience, respect, and honesty top
my list of moral values
expected in the classroom.
Content
With the help of Core Standards, I plan to develop literacy, math, and writing skills,
to and beyond, grade level expectations. History, social studies, science, music,
athletic skills, and art are the other essentials to curriculum. To create global
interest, I love to introduce geography virtually through Google Earth. My science
classes will explore everything from space to insects with experiments, outside
adventures, and stories. Music is fun and improves memory, so we will be singing
and playing instruments. Art, the expression that makes life beautiful, stimulates
the creative part of my students minds and develops skills. Enjoying outdoor
activity, I plan to organize games, sports, play, and nature hikes. Daily outdoor
exercise not only calms us, but keeps us healthy and alert. My delight comes with
creating a love for learning all things by modeling the sheer joy that comes with
discovery and achievement.
Diversity & Differentiated Instruction
Children learn at different speeds and in different modes. In America, the land of the
free, numerous nationalities languages enter our schools with little or no
background in English. What is simple and automatic for one is confusing and
frustrating for another. Knowing my students includes familiarity with their learning
abilities, or as Gardner coined it, Multiple Intelligences. In anticipation of the
variety of students, I prepare units and lessons that include lectures, handson/minds-on activities, visual aids, discussions, technology use, homework, and
educational DVDs. In this way, my strategy is to make sure that the students have
conceptualized the basic content as they have reviewed the information from
numerous approaches. I make sure that the classroom will be designed to
accommodate whole group, small group, and self-directed learning.
Everyday Life & Integration
I enjoy creating authentic experiences. Although textbooks provide some
fundamental guidelines, my class will use math in real life. By calculating distances,
geography gains perspective. For measuring practice, we follow a bird house
pattern to make a specific type of birdhouse for birds we are studying in science. By
integrating literacy skills, students organize and publish science and social studies
research. Science and social studies join in exploring animal life in different climates

and regions around the world. Cooking, sewing, and art projects incorporate math,
science, and social studies, because we are learning fractions when we use
measuring cups and measuring tapes. Making a display of an ancient or current
civilization combines research and measuring dimensions. The construction of clay
houses and costumes accent a 3D display. Study of temperatures and climate in this
area helps us understand the adaptations made to the environment. So, as we bring
a unit together learning takes place in all fields in a practical and realistic manner.
Assessment
To test well, I familiarize myself with performance standards and objectives. Then I
design appropriate formative assessments and incorporate them into the district
curriculum. My first priority in designing evaluations will be promotion of pupils
learning with respect to a clearly defined set of skills or knowledge. A variety of
quizzes, tests, notes, projects, and anecdotal information helps me determine
students growth. As I carefully consider the formative tests or projects that give
evidence of learning, I keep the proficient, gifted, limited English, and disabled
students in mind. Since the purpose of learning is to prepare for real life, authentic
assessments take priority. Can they do what they learned in the textbook? After
planning evaluations, I design learning activities to reach the goals established.
Analyzing data from formative assessments and reflections improves my next
teaching strategy. Do concepts need re-teaching? What activity or teaching would
make lessons clearer, so we can move on? In order for my students to take
ownership of their learning, I make sure they reflect on their own progress by using
rubrics and goal-setting. Returning graded exams quickly, with feedback, gives
students opportunity to reflect and maybe redo. With organized records, I closely
monitor progress, so I can communicate valid evidence in portfolios to students,
parents, and the administration in a timely way.
Management
Routines, schedules, and organization are vital to successful learning. As a teacher,
my planning ahead, being well prepared, and having a place for everything become
essential. Establishing study-skills results in productivity and better grades. A quiet
atmosphere enhances the learning experience. Schedules are posted so students
can take responsibility for being in the right place at the right time. Brief, but
timely, classroom rules and routines will be established at the beginning of a school
year. I will use non-verbal signals and attention-getting phrases to monitor
classroom buzz and volume. Children are human, so mistakes will be made. With
consistent application of established rules and consequences, each student will
discover the distinct advantage of respecting others and guarding precious
moments of classroom time.
Home and Community
It takes a community to raise a child. Although a teacher has a valuable role in
touching lives, parents, principals, assistants, professional interventionists, and
friends of the school often make an even greater impact. Working together, to find

solutions for individual learners, makes for success. Every opportunity

to invite family and neighbors to the school takes place in my classroom. For
example: on career day, we will invite parents and school board members to come
and tell us what they do. Maybe they are in the Armed Forces, on a hockey team,
a beautician, or a medical professional. To broaden students world-view, I
encourage community members to visit and share what they have discovered about
life. A historian, world-traveler, or author can inspire students. Whenever possible,
students will go out of the classroom on field trips and community projects, like
cleaning up a park or singing at a senior living center.
Well-rounded Education
Even though knowledge will partially prepare students for the real world, there is
more to life than gaining information. It is important for students to understand
where they came from and why they exist. My ambition is to inspire students with
principles of truth, honor, integrity, and purity that will make them a positive force
for the stability and uplifting of society. In addition, I believe children need to be
trained to think for themselves, and not be mere reflectors of other mens thoughts.
Young people in whom this ability is cultivated will bear responsibilities, provide
leadership, and be a strong influence for good.
Ellen G. White, a 19th century educator, stated, Instead of educated weaklings,
institutions of learning may send forth men strong to think and to act, men who are
masters and not slaves of circumstances, men who possess breadth of mind,
clearness of thought, and the courage of their convictions. As an educator, I
choose to aim high and not be content with second rate instruction. Our destiny, as
a nation, hangs largely on effective and dedicated teachers.
Conclusion
To put it in a nutshell, why teach? I find great satisfaction in passing on the torch of
knowledge and the love of learning to another generation. As a result they will be
prepared to reach their highest potential, make strong families, and contribute to
solutions for the enormous needs within society. I agree with Nelson Mandela when
he said, Education is the most powerful weapon which you can use to change the
world.
References:
Dewey, J., Democracy and
Education, http://www.goodreads.com/author/quotes/42738.John_Dewey
http://www.simplypsychology.org/maslow.html
White, E.G., (1903). Education, 1st ed.: Ellen G. White Estate, Inc..
http://www.brainyquote.com/quotes/topics/topic_education.html