Kristen Davison

EDUC 300
My Philosophy of Education

I. The Purpose of Education

The purpose of education, in my opinion, extends far beyond the classroom

environment, which applies only to schooling. Education is composed of both

schooling and the learning that takes place outside of the classroom. My overarching

view of the purpose of education aligns nicely with that of Dr. Martin Luther King Jr.

According to King (1947) in his excerpt from the Maroon Tiger newspaper,

education should provide students with the skills of discernment and critical

thinking. On the other hand, he discusses that while we should have reason, we

must also have morals (p. 124). According to King (1947) in this paper, Intelligence

plus character that is the true goal of education (p. 124). In my personal

educational experiences, I have learned not only subject matter but also how to be a

good person. The hidden curriculum within schools can sometimes be more

important to a child than the formal curriculum (Ryan et al., 2015, 5-1). The

messages that schools and lessons send to children are important aspects of the

educational process. In fulfilling this purpose, students should be able to put critical

thinking skills into practice in order to adapt to the changing world around them.

My belief of the purpose of education, in addition to my view of how schools

should be run, is most closely linked to the philosophy of progressivism. This

philosophy came about in the 1920s with the social and political movement going

on during that time period. The Progressive Era was a time period known for

focusing on developing and socializing the individual. John Dewey, a key character

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 in progressivism known as the Father of Progressive Education, helped develop the

concept of the whole child (Ryan et al., 2015, 9-3c). Dewey strengthened his views

through the work of German philosopher Friedrich Froebel and Swiss educator

Johann Pestalozzi. These figures believed that, Tending to both the pupils head and

heart [is] the real business of schooling (Loss, 2002). This concept urges people

involved in the educational process to think about not only the intellectual needs of

a child but also the social and emotional needs.

Due to my alignment with the philosophy of progressivism, I would see myself as

an advocate for a more student-centered education. I believe that children have

innate curiosity and that their interests should be explored along with the teaching

of the basics (Ryan et al., 2015, 9-3c). With this being said, I also believe that the

ability to problem solve is an important key to success, and this skill does not come

easily to most students. I believe that the teacher should be present to answer

questions and guide thinking; however, teachers should not act as taskmasters. On

the spectrum of essentialist to existentialist, I would see myself somewhere in the

middle. I do believe that there is a need to teach basic skills in order to succeed in

life. Progressivism is a philosophy that stresses teaching students so that they may

be able to successfully participate in democracy when they are of appropriate age.

The basics are necessary, but sometimes freedom of choice can be the most effective

way for learning.

II. Curriculum: What Should Be Taught and Why?

Curriculum is an important part of schooling and education because it acts as

a guide for intellect. If there was no set curriculum, a value held by believers in

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romanticism, there would be no basis for teaching the essential skills. I believe

that curriculum should be selected based on the changing needs of society. The

world is ever changing and we must adapt curriculum to meet these changing

needs. Due to the changing needs of society, the curriculum should be adapted or

updated by the state each year. The basic core subjects of math, social studies,

science and English/language arts are always necessary. Math helps with

problem-solving skills, and social studies helps us learn about important events

in the past and how we can change for the future. Science teaches children to

think about the world in new ways, and English/language arts gives students the

reading comprehension and writing skills that are necessary to succeed in both

college and the workplace. The core subjects are essential to meet the needs of

society, but we should also keep electives in place to encourage student interest.

These classes not only help students to express themselves, but they can also

make school more interesting; when students find school interesting, they may

be more motivated to put forth effort in core classes. While the core classes are

kept the same, the content within them is what should be updated if a need is

present.

While curriculum is chosen to meet the needs of students who will become a

part of society as a whole, every classroom has students with diverse needs. For

example, classrooms are filled with students of different ethnic and racial

backgrounds along with socioeconomic statuses. While we are one nation of

America, I believe that we should implement a multicultural education (Ryan et

al., 2015, 3-1b). For example, instead of having a Eurocentric focus in our social

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 studies classes, we can learn about diverse cultures so that students within the

classroom can learn about their own heritage along with the heritages of others.

In addition, students who come from families with low socioeconomic status

may need additional resources, such as time after school to research on the

computer if they do not have access at home. In addition to meeting the needs of

students from different backgrounds, we as teachers must also differentiate

instruction to meet the needs of different learning styles. Howard Gardners

multiple intelligences include categorizations of different abilities and highlight

the best ways that different students learn (Ryan et al., 2015, 3-3a). While some

students learn through interacting with others and participating in-group

exercises through the interpersonal intelligence, others may not prefer this and

may choose to reflect on their own, utilizing the intrapersonal intelligence. The

United States is made up of diverse people, so this means that teachers must

adapt to the changing needs in the classroom to ensure the success of all

students.

III. Nature of the Learner

Teachers are an important part of the learning process; however, their role

should be to facilitate and guide learning, not micromanage it. As a result,

students must maintain responsibility for their own education. The curriculum

should be adapting to the changing times, but students should do their research

and become aware of current events in order to better know the world around

them. For example, in my elementary classroom, I could have students bring in a

current event article to share each week. This would be more aimed at fourth

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and fifth graders. In addition, students should be more often asked the question

Why? rather than only the question What? When students are responsible for

analyzing situations and coming up with their own explanations rather than

simply memorizing facts, their critical thinking skills will greatly improve. A lot

is expected of students according to the progressive viewpoint, but I believe that

students should be pushed to be the best they can be, and this is the best way to

go about it.

In regard to interaction between students and their fellow peers, teachers,

and administrators, students should always be respectful. For example, if a peer

is doing something that the student knows is wrong, the student should kindly

ask them to stop and remind them of the rules. Only then should the teacher be

involved. In the same way, if a teacher is going about something in a way that the

student does not like, the student can approach the teacher and express his or

her concerns in a respectful manner, rather than shouting out in the middle of

class. In addition, while maintaining respect, students should be encouraged to

challenge their peers and teachers. For example, if a teacher says something in

class that a student thinks is incorrect, the student should ask questions and

present the information that they believe is right. Most students assume that the

teacher is always right, but teachers are life-long learners and are imperfect.

Challenging teachers and fellow peers is a good way for both parties to grow in

their learning and critical thinking.

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IV. Effective Classroom Environment

The learning environment of the classroom and the school itself can greatly

contribute to the success of the students. In my opinion, a school with

welcoming, colorful signs and friendly office staff can make the school feel more

like home, which can help both students and staff to feel more comfortable. With

regard to the classroom that I envision for myself, I want to have a theme that

makes the classroom feel put together. For example, my fourth grade teacher

had a monkey theme, so there were monkeys on everything, from the bulletin

boards to the seat covers. In addition, I envision the desks in my classroom to be

arranged in groups. Group work is key to the expansion of knowledge, and

collaboration can lead to great success. The desks may be rearranged when there

is a test to discourage cheating.

Other than the physical aspects of the environment, other factors contribute

to the overall effectiveness of a classroom. For example, the teachers

expectations directly correlate to the work ethic of the students. If the teacher

has a can do attitude about learning and high expectations for success, the

students will feel more inclined to work harder and do their best (Ryan et al.,

2015, 2-7a). Behavior management also can make or break a learning

environment. If the teacher manages negative behavior effectively rather than

using a large chunk of class time, students are more engaged in academics for

the majority of the class period (Ryan et al., 2015, 2-7a). On the other hand, if

teachers are not effective in managing behavior, students will lose valuable

instruction time. Lastly, questioning skills of the teacher can contribute to

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 effectiveness. If a teacher has a short wait-time and does not allow students time

to think about a question, they will have a hard time developing critical thinking

skills. If a teacher provides sufficient time for students to ponder questions, they

may be more inclined to respond because they have had the chance to give the

questions adequate thought (Ryan et al., 2015, 6-8b). Not only physical aspects

but also teacher strategies control effectiveness in the classroom.

V. The Role of the Teacher

In order to provide a positive environment for students, teachers should

have healthy relationships with their colleagues, including fellow teachers and

administrators. Collaboration involves working together and sharing ideas. Since

we all have different minds, it is important for teachers to collaborate and share

classroom ideas, lesson plans, and strategies. Not only will this make coming to

work easier, but it will also help teachers to be the best they can be for their

students. Additionally, teachers must also maintain positive relationships with

their students and the parents/guardians of those students. Parent-teacher

phone calls as well as conferences can facilitate healthy communication between

parents and teachers. As a result of this contact, everyone will be on the same

page regarding student ability and growth.

As a teacher, my job will be to facilitate learning and guide students to

academic success; however, a teachers job should not end at academia. My job,

along with being an intellectual guide, will be to counsel. Teachers should be

approachable and encourage students to express concerns about not only

classwork and grades but also life problems. I will strive to uphold the values

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 that I believe my students should have, such as honesty, accountability, and

responsibility. I will be honest in confessing when I have made a mistake, and I

expect my students to do the same. I will also hold myself accountable for my

actions and be responsible in terms of work and life situations. I will teach my

students the core values and the significance of exemplifying them.

VI. Ongoing Professional Development

If I expect my future students to grow and develop, I must hold myself to the

same standards. Professional development is key to progressing within the

realm of teaching and also to keep from being stagnant in the job. While this will

be true once I start teaching, I should also be working on my professional

development while I study to become a teacher. First of all, I am a part of Kappa

Delta Pi, the International Honor Society in Education that we have at James

Madison University. Within this honor society, we must attend professional

development events. In order to work on my professional development, I should

attend all events that I can. This semester I have attended a resume workshop

and an IEP 101 night in which a speaker shared a presentation regarding IEPs. In

addition to these events, I can attend open teacher conferences within the area

as well as volunteer more within the elementary schools. Any practice of being in

front of young students is useful for my future occupation.

More specifically, I can improve myself in preparation for becoming an

educator and a professional. For example, I need to start networking with

teachers. When I attend conferences or volunteer within the elementary schools,

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 talking to teachers will help to not only learn tips and strategies but also learn

more about schools in different areas. Also, I need to stop doubting my ability to

speak publicly. I have always struggled speaking in front of a crowd, but I need

to get over my fear and have more practice. It is important that I know how to

convey my thoughts to a group of people because that will be my job. I do not

fear speaking in front of children anyway, but public speaking is a useful skill to

have as an educator because I may be asked to speak at conferences or other

public meetings. Lastly, I need to continue to be organized. The best teachers are

organized in their lesson plans and grading. Teaching can be a stressful job, but

organization can take a lot of the stress away. If I make these changes and

continuities, I will be the effective teacher I strive to be.

References

King, M. L., Jr. (1947). The purpose of education. The Maroon Tiger, 1, 123-24.

Ryan, K., Cooper, J. M., & Bolick, C. M. (2015). Those who can, teach. Boston, MA: Cengage

Learning.

Loss, C. G., & Loss, C. P. (2002). Progressive education. Encyclopedia of Education, n.p.

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