EDUCATIONAL PHILOSOPHY

Educational Philosophy
Emily Brewer
University of Missouri

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Educational Philosophy

Wonder and Exploration

To me, teaching is an opportunity to share in an adventure of wonder and exploration. To
wonder is to long for meaning and understanding and I intend to give my students ample
opportunity to ask questions and discuss possible answers. When students are allowed and
encouraged to ask questions and given resources that can help them find answers, they will start
to learn on their own and ideally come back and share what theyve learned with the rest of the
class. I believe that this is part of good teaching.
A good teacher is one who realizes that their students are individuals with independent
life experiences and ideas. It is important to realize this so that they can help the students succeed
to the best of their ability. Lessons need to be relevant to the students lives and interests for
them to be engaged and want to learn. I also believe that a good teacher creates a safe
environment in their classroom where there is mutual respect between students and teacher.
Students should know that their ideas matter. Zeichner and Liston (2013) stated, When we are
curious about a childs words and our responses to those words, the child feels respected. The
child is respected. A safe classroom is one where there is honesty and good communication so
that collaboration, cooperation, and discussions can be enjoyable and productive.
I want to teach because I want to be a part of this enlightening experience. I want to
watch my students wonder, discover and teach each other. I also want to be a part of a team so
that I too can learn from my fellow teachers and create a great learning environment for all my
students.
Collaboration and Understanding
School should be a place of excitement, exploration, discovery, problem solving, healthy
risk taking, finding interests, and understanding the world around you. School can teach students

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to be inquisitive, critical thinkers. I believe that this is important because they can learn so much
on their own just by asking why? Students should be able to know and understand why they
are learning what they are learning and, in the same way, teachers should know why they are
teaching what they are teaching. Many of us have heard the question, Why do I have to know
this? When am I ever going to use this? If students dont understand the why, it is difficult to be
motivated or care about their work. If the teacher doesnt know the answer to that question, is
there a real point in teaching it? When a teacher can answer this question and relate it to the
students on a personal level that they can relate to, they have more confidence in the teachers
ability to teach and can be more receptive of the teaching.
I believe that students should be given the opportunity to think divergently and explore
new possibilities because they can be hindered by searching for that one correct answer. How
can we encourage this? Through discussions, collaboration, teamwork, and making
interdisciplinary connections. I believe that this is crucial in a students education. Giving
students the opportunity to work in groups allows for new insight and different perspectives.
Together they can find new answers. Teachers collaborating with each other can help students
understand how, for instance, math is related to music or how art is related to social studies.
They can learn how the different subjects in school can relate to their lives and their interests.
In the Art Room
Art is so much more than drawing and painting. It is an opportunity to explore ideas and
create meaning. It can help students connect with each other, their world and most importantly,
themselves. Art can help students express their thoughts, feelings, and emotions in a way that
words cannot. In the world today, I believe it is important for students to have an outlet to be
themselves. The art classroom can provide that for them.

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Art promotes problem solving and critical thinking by challenging students to visualize
their ideas. This way of thinking also creates interdisciplinary connections. Making connections
is key to lifelong learning. Giving student big ideas to base their work from gives them the
opportunity to interpret that idea from their life experiences and understandings. Sharing their
work with other students and having them explain their thought process helps their peers
understand the meaning and get a new perspective of the big idea. For example, if the big idea
for the project is freedom, one students interpretation may be getting to choose what game
they want to play, whereas another student may be a refugee and interpret freedom in a very
personal way. This can helps students learn about each other and their similarities and
differences. This can encourage empathy and compassion within the classroom creating a
welcoming community. Students who watch their peers express their thoughts and emotions
through art have a unique opportunity to experience empathy. They get a glimpse of how other
people feel. I believe in partnership and community in my classroom; a place where students can
feel safe to share their stories, connect, and teach each other.
Conclusion
School should be a safe place for students to explore, discover, collaborate and make
meaningful connections. I believe this can be achieved by allowing time for class discussions,
encouraging students to ask questions, working in groups, and teaching lessons that relate to the
students. A good teacher not only connects with their students and helps them connect with each
other, but also helps them connect to their world. Helping students understand the why in their
learning will help them be more engaged and create a more meaningful educational experience.

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References

Zeichner, K., & Liston, D. (2013). Reflective Teaching an Introduction. (2nd ed.). Hoboken:
Taylor and Francis.