PHILOSOPHY OF EDUCATION

~Jonathan Porro~

Through my time studying K-12 Literature at Stockton University, I have developed my

own beliefs for how a classroom ought to be managed. Teachers hold a glut of responsibilities:

teacher, learner, role model, disciplinarian, counselor. Through these responsibilities, we apply

our own amalgam of pedagogical theory and human intuition to ensure students receive the

quality of education they deserve.

While some students may be performing above expectations, others may be struggling to

pass. This is why I believe that scaffolding is imperative. Through direct instruction or

cooperative learning, students will be responsible not just for themselves, but for each other.

Pairing my most gifted students with my most struggling will benefit both: one will get to

reinforce their knowledge and apply it in a different manner while the other will get to receive

information from a peer who may explain it on their terms. This strategy also works for English

Language Learners who often struggle from isolation. Likewise, providing students with a

variety of assessments that reflects a variety in lessons is crucial. I plan on flowing between

direct instruction, cooperative learning, and classroom discussions just as often as I do on tests,

essays, and projects. This way, students will receive many perspectives on the subject matter and

will better appreciate it.

As I see classroom responsibilities between teachers and students to be equal, I know that

teachers should love to learn. Each class represents a chance for us to reflect and improve the

next. If a teacher refuses to learn, so do the students. This involves admitting when I am wrong
and making each mistake a learning experience. I know that, when I was a student, I always

respected the humility of some of my teachers who would be quick to take out a dictionary and

address the class on a whim. I am willing to go the extra mile for my students if necessary.

Maslow’s Hierarchy of Needs tells us that students will not learn if their basic survival

needs—food, water, and shelter—are not being met. Just as my teachers did, I will pay close

attention to identify at risk students, particularly those suffering from poverty. This includes

accessing community resources such as churches and charities to find food for the hungry and

clothes for the cold. When my students are fed, warm, and safe, they can worry about literature.

I plan on capitalizing on my students’ strengths to make them enthusiastic writers and

readers. In order for this to happen, they need to be confident. As such, I will make sure that they

have all necessary bases covered: grammar, punctuation, literary analysis, etc. This will be

implemented through short “workshop” units to help students become familiar with how English

functions as a language. When they are confident and knowledgeable, learning will satisfy their

need for more.

As responsibilities are shared, I plan to always make myself a better teacher. After all, no

year can be absolutely perfect. Many schools offer workshops and classes for their staff, so I plan

on taking full advantage of those, especially since pedagogical theories and breakthroughs are

ever-changing. Likewise, collecting student data is necessary to identify patterns in behavior and

scores that can be adjusted through the appropriate adjustments of lessons and assessments.

These strategies will yield a better teacher and, consequently, a better opportunity for students.