Running head: PERSONAL PHILOSOPHY OF EDUCATION: SECOND EDITION 1

Personal Philosophy of Education: Second Edition

Joi A. Raushan

Wesleyan College

Author Note

Joi A. Raushan, Department of Education, Wesleyan College.

PERSONAL PHILOSOPHY OF EDUCATION: SECOND EDITION 2

Abstract

After rereading my essay from freshman year, I still believe in most of what was written.

Because teaching is an art, each teacher’s personal philosophy will be different. Pragmatism is

still a philosophy that I hold near and dear to my heart, as we will make real world examples, do

hands on activities, and learn essential life skills in my classroom. “Meaning is derived from

experience, which is simply an interaction with one’s environment” (Webb, p. 59). As long as

students find meaning in the content, I believe they will learn. My environment and own

experiences in the classroom have influenced my new personal philosophy. Not only have I

matured, but I have found and seen personal value in my previous statements. This paper will

show how my current philosophy has matured just as I have.

PERSONAL PHILOSOPHY OF EDUCATION: SECOND EDITION 3

Personal Philosophy of Education: Second Edition

Teaching children is an art. I knew that when I first wrote my personal philosophy, but I

now have an even greater appreciation for teachers after I have had the chance to teach multiple

lessons in the school system. The ability to teach multiple minds at once and continue to hold on

to their attention should not be taken for granted. Creating ways to gain engagement and

willingness to learn is something that every school and every teacher needs. The way I would

like to teach my students is unique to my personality and background.

All Students Can Learn

In order for students to learn, effective teaching methods must be used. Everyone is

different, and some students may have different learning styles than others, therefore, something

must be done to effectively teach all learning styles. Differentiated instruction is key to

successful learning, in which “[it] represents a modern approach of instruction, which is meant to

be based on understanding, respect and the revaluation of differences between the educable”

(Marghitan, 2016, 179). There are seven learning styles; visual, aural, verbal, physical, logical,

social, and solitary. In a single lesson, all styles can be used by using videos, making content-

related songs, worksheets and lecture-style teaching, experiments, making real world

connections, stations, and independent study.

Because there are about 20-30 students per classroom, it may be difficult to address all

learning styles. The best way that I have learned to do this is to use all methods during

instructional times. One day could be for lecture and worksheets, another could be for creating

lyrics to a song, etc. I believe that as long as there are multiple ways for the students to learn,

they will always learn. Something will always work. In a science unit I taught, I used lecture-
PERSONAL PHILOSOPHY OF EDUCATION: SECOND EDITION 4

style teaching, worksheets, coloring, partner work, independent study, and real-world

connections. I wanted to ensure that every student learned no matter what. And they did.

Years after writing my first philosophy paper, I still have the same beliefs. I am a whole-

hearted, firm believer in learning through experience. As long as I can make real world

connections to the text, I believe students will learn. The pragmatism belief is still very much

alive in my spirit. I love the idea of hands on activities. I believe that every student can say, “We

did this experiment because… It taught us that… This is why it is important.” Real life skills are

a very important part of my philosophy.

The Purpose of School

The purpose of school is for teachers to teach and students to learn. I have seen and heard

so many negative attitudes and behaviors about teaching and the school system from so many

current teachers. Instead of encouraging me, they tell me that I should choose another career.

This shows me that they don’t believe in their students, and they probably don’t use exciting and

effective teaching methods. I intend to. We as teachers must make school an enjoyable place;

somewhere our students want to be. Most students don’t have an interest in school, and I believe

that it is our job to make learning exciting and interesting. I noticed that when I would teach or

do small group in one of my placements, the students were eager to learn. The students claimed

to like my lessons and said that the lessons were fun. If students have their mind set on

something, it’s difficult to change their minds, as I have also seen while in the classroom.

Self-efficacy also plays an important role in student learning. Belief in oneself and self-

esteem is important in student learning because if a student believes he can, he will. If he feels

discouraged, he will feel incompetent and shut down. I have seen this many times during

observations. On the Tauck Family Foundation website (2012), it states:

PERSONAL PHILOSOPHY OF EDUCATION: SECOND EDITION 5

An individual’s sense of academic self-efficacy influences the

level of effort they put forth, their persistence and perseverance

when confronted with challenges, and their resilience in the face of

obstacles. Research finds that children’s sense of academic self-

efficacy can differ across subjects and even across specific tasks

within subjects. Children who have strong academic self-efficacy

believe that they can successfully complete their work, based on

their abilities and prior experience.

If we constantly encourage our students, their self-esteem will boost, and their belief in

themselves will also increase. While teaching, I noticed that when students answers a question

correctly and you encourage them, they are more likely to answer another question and do better.

This is how I want to establish my classroom; with student confidence and the belief in the

ability to learn.

I also believe that real life skills are especially important and should be taught in the

school systems. I don’t think that enough life skills are taught in schools, so tying them into the

content is imperative. Real world connections are extremely crucial to academic learning

because it gives the content value and meaning. When I was in school, I remember not caring

about what I was learning because I didn’t see its importance. Making real world connections

can allow the student to find relevance in the material that is being taught.

Learning Assessment

The ideal assessment would be catered to each student’s learning style. This would be the

perfect method because I believe that each student is completely and truly capable of learning; it

just might be in a different way than someone else. Unfortunately, because of state standards,
PERSONAL PHILOSOPHY OF EDUCATION: SECOND EDITION 6

students must take standardized tests. In this case, I would continue to teach differentiated

lessons but also enforce writing and critical thinking with repetition.

Douglas Reeves mentions using a menu for the students to choose their assignments and

which questions they want to do on a test. Normally, I create assessments that ask the same

question at least two different ways, so I can see if the student learned. Some students’ barriers

and road blocks are the wordings of questions. Although I believe that the student should know

all the material, I understand that sometimes they just don’t get it or they forget, and therefore,

giving them question options to choose from may also alleviate any test anxiety, and allow them

to do better on the assessment (2011).

Classroom Management

After growing up with a strict father, I have acquired a no nonsense policy. To me, this

means that my students will be respectful at all times. When I or someone else is talking, the

students are expected to have all their attention on the speaker. In my placements, I have used the

Class-Yes technique numerous times. This has worked very well in that the students always

know that when I say “class,” they should be preparing to shift their focus to me. They are to

follow all classroom rules and be on their best behavior.

I also like to set an example. If my students see that I’m being disrespectful and

breaking the rules, why should they listen to what I say? In an article called “7 Ways for

Educational Leaders to Influence Positive Change in the Classroom,” it says, “Holding yourself

to the same classroom code of conduct and standards established in cooperation with your

students gives you the opportunity to model the behaviors you expect from them. If you really

want to see students behave a certain way in your classroom, it’s important for them to see those

behaviors happening at the front of class too” (2017). Not only would I be setting an example for
PERSONAL PHILOSOPHY OF EDUCATION: SECOND EDITION 7

my class, but I think that they will respect me more for having and following the same rules as

them.

In some cases, I believe that the classroom should be managed by a whole, meaning that

what happens to one student happens to everyone. I believe this teaches teamwork and

dependability. In other cases, I believe that each student should be held responsible for their own

actions. This teaches independence and value; the students are more likely to care about

something that only affects them, so they’re more likely to make better decisions, which

essentially means following the rules. Both are important in life, and I also want to improve

important life lessons whenever I can.

Conclusion

I have always wanted to be “the cool teacher.” I have learned that I can still be that with

all grades because I will be teaching fun, interactive, engaging lessons. As long as my students

make the connection of fun lessons and me, they will be excited to come to my class. This means

that they’ll be looking forward to the lesson, and they’re more likely to learn.

Making the material relevant to the student is always my priority when teaching. By

using real world examples along with content, students have a better time learning and

understanding the standard. With the use of pragmatism in my lessons, the students will have

fun, hands-on activities that they can relate back to the real world. It is never too early to develop

life skills, and I want to teach my students as much as I can. No matter what, they will be the best

version of themselves.
PERSONAL PHILOSOPHY OF EDUCATION: SECOND EDITION 8

References

Academic Self-Efficacy. (2012). Retrieved November 07, 2017, from

http://www.tauckfamilyfoundation.org/outcomes/child-outcomes/self-efficacy

Marghitan, A. L., Tulbure, C., & Gavrila, C. (2016). Students’ Perspective Regarding the

Necessity and Opportunity of Using the Differentiated Instruction In Higher Education.

Bulletin of the Tansilvania University of Brasov. Series VII: Social Sciences. Law, 179-

186.

Reeves, D. (2011). From Differentiated Instruction to Differentiated Assessment. ASCD

Express, Vol. 6, No. 20. Retrieved November 7, 2017, from http://www.ascd.org/ascd-

express/vol6/620-reeves.aspx

Saint Mary’s University of Minnesota. (2017). 7 Ways for Educational Leaders to Influence

Positive Change in the Classroom. Retrieved from

http://onlineprograms.smumn.edu/mael/masters-in-educational-leadership/resources/7-

ways-to-create-positive-change-in-classroom

Webb, L. Dean, Metha, Arlene, Jordan, K. Forbis. (2010). Founders of American Education:

Sixth Edition, 58-60.