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My Education Philosophy

Sheela Roy

EDUC 5000

Dr Wendy Michelle Frazier

Houston Baptist University

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MY EDUCATIONAL PHILOSOPHY

Abstract

My teaching mantra is built on the strong fabric of Essentialism and Perennialism

intertwined with threads of Progressivism and Existentialism. I hope to create a learning

environment and classroom ambience where students pro-actively engage in learning through

interactive sessions coupled with curriculum-inspired activities. In the process of achieving

academic excellence, equal importance is to be stressed on building strong individual

characteristics within students.

A strong academic foundation shall form the main basis of the teaching plan.

Fundamental Mathematical tools shall be revised, and new ones introduced with ample

examples and practices. The works of great scientists and mathematicians shall be discussed

and their relevance in todays world shall be evaluated. A strong interaction between the

teacher and student shall be highly encouraged to keep the student actively involved and

motivated. The mathematical understanding of the entire class should be improved. The main

focus should be on the cohort ascending the academic ladder as a whole. Technology will

find its place in the classroom as an alternative to the monotonous pen and paper.

Empowering each child with a strong core of academia, and creativity coupled with a

positive attitude, is my vision of a student ready to embrace challenging years of education

ahead.
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Following the Bagely Essentialist approach to teaching, an intensive systematic

curriculum aimed at empowering the students with an essential core of Mathematical skills

shall be the foundation (Parkay, 2000). All fundamental Mathematical tools shall be

explained in detail and associated problems solved in class to remove any kinks of doubt

from the minds of the learners. The class environment will be constructed for an engaging,

motivational and respectful learning process accentuated by invigorating student-teacher

interactions. Common cultural literacy shall be weaved into the curriculum providing a more

holistic curricula. Churning out math wizards who are exclusively skilled with numbers is far

from the ultimate learning goal: by using Mathematical tools to empower a student while

developing core values of integrity, honesty, mutual respect, and a positive attitude towards

their surroundings is my mission.

Perennialism will be an influence on my philosophy as the teachings of Socrates, Plato,

Aristotle, Shakespeare, and other historical stalwarts give an extended intellectual space to

learn. Fact and figures have been noted, theories worked on, scientific principles explained

and mathematical calculations made that have all been proven to be accurate till this date and

time. Such gems from the past should be used as foundation tools for the mathematical skills

used today. To have a deep understanding of these concepts used today, it is wise to start at

how the theory started, evolved and finally reached the form that we use currently. To cite an

early fundamental, Mathematician Aryabhattas discovery of the digit zero forms the basis of

our numbering system and all mathematical theories use this for furthering their calculations.

While explaining crucial proven theories, its essential to keep a vibrant teacher-student

dynamic promoting queries, questions and their personal take on these theories. An

inquisitive mind open to new ideas and a positive attitude towards life is an ideal student for

any teacher. As Kilpatrick suggested, a curriculum connected to the students natural interests

is key to keeping young minds involved, motivated, actively engaged and socially responsible
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(Parkay, 2000). Furthermore, an inherent part of the curricula should be an effective use of

technology to aid in the learning process.

As an active experimentation to test new ideas, a few bursts of Progressivism shall

diffuse the classroom environment. Supported by the parental community, class activities led

by students could not only keep young minds actively invigorated, but deter monotony from

creeping in. A communal approach of educational upliftment of the entire class shall be kept

in mind and not the individual progress of a student (Dewey, 1907). The diverse student

population shall be an excellent platform for new, varied ideas on the use of Mathematics in

various applications. The teacher shall encourage new ideas with equal enthusiasm but ensure

these activities do not wander off into academically irrelevant areas. On one occasion, I

helped a fourth grade teacher introduce the concept of profit and loss. At the start,

applications of profit and loss were relevant and revolved around a large organizations profit

and loss to a small stores profit and loss but soon lost control as someone suggested a loss of

a family member, profits from networking with influential people, etc. The discussion went in

a direction that was not quantifiable and irrelevant to a Math class. The teacher then

intervened and brought them back to the mathematical side of profit and loss. The steering

wheel of the class should always be in the hands of the teacher with the end goal in sight. On

the other hand, student inputs can be considered while choosing from various roads that lead

to Rome.

I stand for a teaching philosophy that leans on the foundation of strong curricula while

encouraging questions, ideas and inputs from students. The classroom environment should be

a positive, safe, and respectful place where each student thrives. A strong academic

knowledge and a confident learner with an aligned moral compass is a winner ready to face

any challenge. Such is a student ready to take on the world.

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References

Dewey, J. (1907). The School and Social Progress. In The school and society, (Rev. ed., pp.

19-44). Chicago, IL: The University of Chicago Press.

Parkay, F., & Hass, G. (2000). Curriculum Planning. Retrieved August 30, 2015, from

http://spu.edu/online/essentialism_in_ed.htm