Theory of Education

Madison Fortier
MST Childhood Education
 In order for learning to take place there needs to be a level of trust between the student

and the teacher. The teacher should respect the student as a learner and take the steps necessary

to reach that child’s potential by differentiating lessons to suit the student’s needs as best as

possible (Dewey). In doing this, they will achieve the child’s trust and build a relationship.

We need to build relationships with our students and ensure they feel safe and loved in

the classroom. School should have an open and inviting environment to welcome the students

and make them feel comfortable (Purkey and Novak). We need to ensure the children’s needs are

being met before they can learn (Maslow). By giving the students occasional leeway or opinions

in lessons and also assigning classroom jobs, you are giving them a sense of their own purpose

within the classroom and the lessons they are learning.

Lessons should be planned in ways that relate to real life and present issues (Dewey).

Students learn best by using practical application and by applying real world concepts to the

curriculum. Project based learning should be implemented whenever possible and allow students

to have a hands on learning approach to better commit the lesson to memory. Research suggests

that students retain information faster and longer when engaged in a project or activity rather

than just sitting in a lecture.

Lessons should also be taught in varying ways to compete with multiple intelligences

(Gardner). Each student learns in a different way and has differing skills, by mixing it up in the

classroom and intriguing each of the intelligences, you are giving the students a better

opportunity to learn and also to peak their interest in a subject. Too often, we are focused on test

based approaches and the students get bored of this quickly leading to both student and teacher

burnout. This can be done in a variety ways, including giving the students multiple options in

how they should complete a project or test or giving teaching a lesson using different tactics.
Perhaps you lecture for awhile, learn a song about the topic and later complete a comic strip

representing what you learned.

Students should also be given the opportunities to play and be creative whenever possible

(Paley). Students learn best when engaged and stimulated and by bringing play into the

classroom when learning. Younger students especially learn so much from play including how to

cooperate, work as a team, problem solve and express themselves. Giving them this creative

outlet is crucial to their development.

Most of all, education should be learner-centered (Mesibov, Vermette, Flynn). If we are

not teaching with the student’s best interest in mind, why are we teaching at all? We need to give

students the tools they need to be successful learners and then allow them to be free with those

skills. We teach them to think, analyze and write and then we let them off to use and explore

those skills freely, setting them up for the rest of their lives. We also need to teach and allow the

students time for reflection. The students should understand why they are learning the concepts

that are being put in front of them and why they are important. We should also encourage

students to collaborate and learn from one another. Creating a sense of teamwork early in a

child’s learning career can set them up for career success later in life by allowing them to

understand the difference between when to be independent and when to reach out for help.

Overall, my philosophy of education is simple, I want my students to want to learn. I

want to give them the comfort and the tools to be happy and successful learners, and encourage

my students to give their best always, and be comfortable enough to come to me if something is

hindering them from doing their best.

References

Dewey, J. (1990). The child and the curriculum. The University of Chicago Press.
Flynn, P., Mesibov, D., & Vermette Paul. (2004). Applying standards-based constructivism:

Secondary Routledge.

Mann, S. (2016). Psychology: A complete introduction Quercus.

Paley, V. (1991). The boy who would be a helicopter Harvard University Press.

Purkey, W., & Novak, J. (2016). Fundamentals of invitational education (Second ed.) The

International Alliance for Invitational Education.