Philosophy of Education

Being a teacher comes with its difficulties, but these are often compensated by the many
rewards it brings. Teaching is the career I have always wanted to be in. I know I will be a
successful teacher; one who changes lives, one who is a role model willing to give selflessly; and
one who can inspire. Teaching is more than a profession; it is a way to make a difference in the
world.

Purpose of Education
Oaks and Lipton (2002) state that common schools were intended “to teach the
knowledge and habits, as well as the basic literacy, that citizens need to function in a
democracy.” Our children need to be literate and good citizens; education should also have the
purpose to educate them so that they can expand their inquiry, experience personal growth,
develop social and moral responsibility, be culturally aware, become intellectually prepared and
skilled for the workforce.

Learning Environment
Wilson and Peterson (2006) state ideas about how children learn best. “…teaching is
intellectual work, that teachers have a range of roles, including information deliverer and team
coach; that effective teachers strategically distribute or share work with students; and that
teachers focus on challenging content” (pg.115). All children learn differently. Children can
learn best in a classroom that is student centered: one where the teacher is involved, but limits
herself to set rules, expectations, and explanations and allows her students to take control of the
class and classroom discussions. The type of environment that promotes learning is one where
students’ questions are valued, and their learning is personalized. Assessments should be given
to students on a weekly basis to collect data on what they have learned and what they need help
with.

Commitment to Social Justice

“…educators need to demand educational environments conducive to engaged, critical,
and empowered thinking and action. Equity and social justice need to move beyond being merely
buzzwords and instead become part of the lived practice in the classroom” (Hackman, 2005).
Ensuring that all students are given equal opportunity to learning will be key in promoting social
justice in my classroom. To make this happen, I will create an environment where my students’
voices, opinions, and ideas are valued and respected by their peers and myself. My rules will
teach fairness in the classroom. This includes during class discussions and for behavior. I will
bring ideas for lessons, readings, tests, and projects from divergent sources, thus, maximizing
students’ opportunities to learn. To further promote social justice in the classroom, I will allow
students to critically examine themselves, others, and their surroundings. I would also ask them
to find patterns of inequality, bigotry and discrimination.

Curriculum
I believe that the optimal curriculum should include math, science, language arts, writing,
history, geography, art and music, and physical education, and more. Children should be able to
construct their own knowledge and understanding and interact socially and physically. The
curriculum should allow room for inquiry, where students can ask questions and think critically,
making children want to know more. The curriculum should allow for use of outside sources and
examples, as well as “hands on” and manipulatives. Every subject will be enhanced as much as
possible so that students are able to master it. As Stripling (2008) explains, “Although the
process of inquiry is much the same as it is applied in various content areas, the emphasis may be
on a different type of thinking…students must be concerned with accuracy and logical reasoning,
not with point of view or context” (pg.2).

The Effective Teacher

Through-out my field work, I have had the opportunity to not only observe, but also work
with different types of teachers. I have seen how certain characteristics these teachers have can
either allow for connections between the teacher and her students, or cause havoc in the
classroom. After much thought and consideration, I came to the conclusion that those
characteristics that effective teachers share is that they are organized, kind, patient, work well
with others, are passionate, love children, can multitask, and enjoy learning, and are not afraid to
make mistakes. To be an excellent teacher, I need to be able to: collaborate with my colleagues;
be warm, accessible, enthusiastic and caring; set high expectations; be a skilled leader; respect
students and create a sense of community and belonging in the classroom; get to know my
students and their families; and maintain professionalism. Bransford, Darling-Hammond and
LePage (2005) state that “…if teachers are to be effective, they must work in settings where they
can use what they know… they can come to know students and families well; work well with
other teachers to provide a coherent, well-grounded curriculum; evaluate and guide student
progress using information-rich assessments; and use texts and material that support thoughtful
learning” (pg. 4). Teachers have a responsibility to continue to learn and develop professionally.
This includes meeting with colleagues on a weekly basis and be open to constructive criticism
and input, as well as provide it for colleagues. Teachers must assess children to gather data
needed to maximize learning. Teachers should be able to self-reflect daily, allowing room for
change and improvement. As Hackman explains, “…personal reflection reminds teachers to
reflect critically on themselves and the personal qualities that inform their practice” (pg.106).
Teachers should also become researchers and find tools that can be helpful and useful in the
classroom.

As a teacher, I plan to adopt two major philosophies: social reconstructionism and

progressivism. I want to teach my students to be resistant and address social questions; to do this
I will have to focus on each child as a whole, put the child before myself and the curriculum, use
different approaches to teaching and demonstrate importance to every subject, not just one.
 References
Bransford, J., Darling-Hammond, L., and LePage, P. (2005). Introduction. In Darling-Hammond,
L., & Bransford, J. (Eds.). Preparing teachers for a changing world: What teachers should
learn and be able to do (p.1-39). San Francisco, CA: Jossey-Bass.
Lipton, M. and Oaks, J. (2002). Teaching to change the World. Boston: McGraw Hill.
Peterson, P. and Wilson, S. M. (2006). Theories of learning and teaching what do they mean for
educators? Washington, D.C.: National Education Association.
Hackman, H. W. (2005). Five essential components for social justice education. Equality &
excellence in education, 38. 103-109.
Stripling, B. (2008). Inquiry: Inquiring minds want to know. School Library Media Activities
Monthly, 25. (1), 50-53.
Fitchman, N. D. and Burns, J. B. (2013). In Inquiring into the Common Core. The common core
and inquiry (p.1-13). Thousand Oaks, CA.