Philosophy of Education

Philosophy of Education
Kimberly Mauss
California State University Dominguez Hills
Professor Cheek
LBS 400
Fall 2015

Philosophy of Education

Educational philosophies vary among many educators, but I believe

they should all be centered on making sure that the students ALWAYS come
first. As educators we must instruct them to understand and apply
knowledge to become productive in society. We however, must remember
that we are not simply teaching them facts, but also attitudes and attributes
to shape them into people we can be proud to work and live with. Overall,
education is necessary to have people of all ages that benefit society,
contribute ideas, and show balance, tolerance, responsibility, and kindness.
The environment in which we educate children (specifically
elementary) needs to be creative, stimulating, and challenging. In most
cases, children are attracted to ideas and activities that allow them to
express themselves whether it is drawing an image, writing a story, acting
out a play, or physical activities like sports. A positive learning environment
gives children the ability to do several of those things rather than trying to
force everyone to use their creativity by writing. Stimulation in classrooms
can be found in the amount of colors and designs present within the room.
Bright colors often encourage students to think outside the box because they
are not the primary and bland red, yellow, blue, and green. However, we
must use caution with the amount of stimulation for all students, but
especially our special education students who may more easily become
overwhelmed (Thompson and Raisor, 2013, p. 34). It is a good idea to keep a
part of your room plain in order to give them space as well. With our
mainstreamed special education students in mind, it is imperative to not

Philosophy of Education

forget about our students who find easy academic success. Differentiated
instruction with various tiers that challenge students at their individual level
is crucial to the growth of each students educational success (Robb, 2013).
Equality is not just a social issue among adults, but instead one we
need to tackle within our schools as well. Whether you have a student whose
sexual orientation is the reason behind bullying, maybe their race, or a
student who has a physical disability they deserve to be treated fairly. All
students should feel comfortable to be themselves at school. Including
activities in both historical context (Martin Luther King Jr. etc.) and present
situations (marriage equality) that bring the discussion on social topics into
the classroom is crucial. Having safe discussions in which students can
connect, compare, and contrast those events or relate them to their lives
allows them to have a platform for their voice. The key is for the teacher to
mediate those discussions in order to prevent them from possibly becoming
arguments (Concordia University, 2013). Teachers also must ensure that
equality is applied to the education the children receive NOT just to the
gender or racial treatment they experience. The school and class must show
that they are open-minded with issues like these and support students by
giving them the same opportunities for participation and growth as all of the
other students.
When it comes to curriculum, some laws help to ensure students will all
have textbooks. Unfortunately, these laws do not go far enough into ensuring

Philosophy of Education

students will be provided age, performance level, and grade appropriate

materials. This is especially true for students who struggle to grasp content.
Differentiated instruction is absolutely necessary to a fully productive
classroom where all levels of students are asked to work toward the same
goals (Willoughby, 2005). Aside from adapting lessons to the students
levels, I have a strong conviction to teaching them a solid phonological base.
A teacher could spend multiple days each week instructing and providing
reinforcement on nothing more than phonics and grammar. I fully believe
that the subjects and materials taught in all classes should be blended
together and that a play about history, for example, can teach performing
arts while teaching language skills (speaking and writing) as well as history
content.
The most important part of any classroom in my opinion is absolutely
the teacher. The teacher sets the mood and example for student behavior
and performance. They have the power to set and raise expectations for
work and behavior. Effective teachers are the ones students trust. They care.
They will take their time to help students instead of pushing them away.
Effective teachers and all teachers need to continue to grow, learn, and
perform at higher levels constantly. They search for ways to reach students
that are challenged and they look for challenges to give students who excel.
They teach positivity and try to find some good to balance the bad in
situations. Teachers must also know the material and instruct students while
maintaining a model of how students should be. All the things I expect from

Philosophy of Education

my students are characteristics I must show, including self-regulation

(particularly) when circumstances are not unique to our needs (Thompson
and Raisor, 2013, p. 37-38). Effective teachers create and mold productive
people who become excellent influences on our world (Kristof, 2012). They
care about others (and the environment), they are responsible, they show
balance, and they never give up-regardless of the difficulty or failures they
feel they have had.

Philosophy of Education

References
Concordia University. (2013). What Role Do Teachers Play in the Educational
Equity Movement? Retrieved from http://education.cuportland.edu/blog/ed-leadership/what-role-do-teachers-play-in-theeducational-equity-movement/
Kristof, N. (2012). The Value of Teachers. The New York Times. Retrieved from
http://www.nytimes.com/2012/01/12/opinion/kristof-the-value-ofteachers.html?_r=0
Robb, L. (2013). What Is Differentiated Instruction? Differentiating Reading
Instruction. Scholastic. Retrieved from
http://www.scholastic.com/teachers/article/what-differentiatedinstruction
Thompson, S. and Raisor, J. (2013). Individualizing in Early Childhood: The
What, Why, and How of Differentiated Approaches: Meeting the
Sensory Needs of Young Children. Young Children. Retrieved from
National Association for the Education of Young Children
http://www.naeyc.org/yc/files/yc/file/201305/Meeting_Sensory_Needs_T
hompson_0513.pdf
Willoughby, J. (2005). Differentiating Instruction: Meeting Students Where
They Are. Teaching Today. Retrieved from Glencoe Online
http://www.glencoe.com/sec/teachingtoday/subject/di_meeting.phtml