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Philosophy of Education

Standard 1. A teacher can describe the teacher’s philosophy of education and

demonstrate its relationship to the teacher’s practice.

My educational philosophy is based on a constructivist approach to education. In the

constructivist classroom, the focus shifts from the teacher to the students. The classroom ceases

to be a place where the teacher pours knowledge into passive students who, like empty vessels

wait to be filled. Students in a constructivist classroom are encouraged to be actively engaged in

their own process of learning. This approach to learning abandons the idea of memorizing series

of related facts. In this classroom climate, both student and teacher think of knowledge as an

evolving and dynamic view of the shared world we exist in and the ability to successfully

explore and manipulate that view. It is my hope that I can create and maintain this culture in

future classrooms.

In the pursuit to earning my M.A.T. in Elementary Education I was asked to formulate

and outline a personal philosophy of education. The Theory of Teaching document touches on

the parts of the whole of a well-formed philosophy every educator is advised to consider as a

foundation in which to support effective and intentional instruction.

Foremost, is social and cognitive development. Cognitive psychologists, Jean Piaget

(1964,1972) and Lev Vygotsky (1934/1978), developed theories of constructivism that focuses

on learning and cognitive development. Piaget believed that a child constructs their own mental

model of the world through a process of cognitive development based on biological maturation

and interaction with the environment. Vygotsky believed that cognitive development branches

from social interactions attained through guided learning within the zone of proximal

development as students and their partner's co-construct knowledge. This zone refers to
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intentional partnering a student with another who may be slightly more proficient in the task at

hand.

Student motivation and learning are strongly influenced by individual teaching styles. A

theoretical basis for understanding what motivates student engagement has become a critical tool

in my instruction design and lesson delivery. This Theory of Teaching document includes

theorist views on how students learn most effectively. Since writing it I have further learned to

best support my students by continually engaging in professional development through theorist-

based research. I continue to learn that students may experience an increase in active task

engagement, intrinsic motivation, and satisfaction in the lesson when they are allowed to co-

construct knowledge together in a teacher guided fashion (Chatzipanteli, Digelidis, &

Papaioannou, 2015). Research suggests that the tension between control/discipline and

democracy/student choice creates opportunity for student led action supported by boundaries set

by the instructor. Rather than viewing the need to eliminate disruptive behavior, one can shift the

lens to focus on alternative ways of setting students up for success through student led,

democratic learning environments (Barker and Annerstedt, 2016). “Choice increases motivation,

and individuals are more likely to engage in activities for which they feel autonomously

motivated to participate in rather than being controlled to do so” (Deci & Ryan, 1985). Once a

trust-based relationship is forged instruction, compliance, motivation, guidance and classroom

management techniques can flourish to create a positive learning environment.

This Theory of Teaching also looks at meeting outcomes. Intentional teachers are

constantly evaluating to assure that they are providing optimal support in student development. I

believe that there is an essential need to assess where each student is to discover and define

learning gaps on an individual basis, and to find solutions to better support each student. Each
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student is worth the effort at time and must be treated with dignity and respect. Assessments

should be varied (formative, summative, performance based) and appropriate to provide

opportunity for a diverse student community to show evidence of knowledge. Just as critical as

student assessment, self-reflection on my own processes is a large part of my philosophy.

“Intentional teachers continuously think about the outcomes they want for their students and

about how each decision they make moves students toward these outcomes.” This quote from

educational psychologist Robert Slavin (2015) inspired my reasons for becoming an educator

and continue to guide me in my pedagogy.

My continual goal is to create and maintain a safe, open space for students to feel like

they can take chances in thinking, learning, identifying the issues and creatively collaborating

toward solutions. This philosophy is ever evolving and shaped by the diverse needs of

students. Education is an essential component to being human. It offers the ability to construct

and communicate understanding in all areas of daily life. I strive to continue learning how to

improve my pedagogy through collegial collaboration, professional development opportunities.

and ongoing reflection.

Reference List

Barker, D., & Annerstedt, C. (2016). Managing physical education lessons: An interactional

approach.  Sport, Education & Society, 21(6), 924–944. https://dx.doi.org/

ezproxy.uas.alaska.edu/10.1080/13573322.2014.969229.

Chatzipanteli, A., Digelidis, N., & Papaioannou, A. G. (2015). Self-regulation, motivation and

teaching styles in physical education classes: An intervention study. Journal of

Teaching in Physical Education, 34(2), 333–344. Retrieved from

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http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1063605&site=eho

st-live

Deci E. L. and Ryan R. M. (1985). Intrinsic motivation and self-determination in human

behavior (2nd ed.), New York, NY: Plenum Press.

Piaget, J., (1964/1972). Development and learning. Reprinted with permission from R.E. Ripple

(ed. with V.N. Rockcastle) from Piaget Rediscovered, 7-20.

Slavin, R. E. (2015). Educational Psychology (11 Edition). Johns Hopkins University.

th

Upper Saddle River, N. J.: Pearson

Vygotsky, L., (1934/1978). Mind in Society: The development of higher psychological

processes. Cambridge, MA: Harvard University Press.