While taking the Philosophy of Education Inventory (PEI), I struggled to answer
some of the questions because I felt as though I could not justify my responses. Many of the questions were not cut and dried for mein certain scenarios I might feel one way and in others I would feel another. In addition, I had a difficult time separating how I would respond if I had total control of what I taught because I do not. In this time of centralized standards that I am required to teach, there are certain times where covering content gets in the way of how I would ideally facilitate learning. After taking the inventory, I did not foresee that one educational philosophy would stand out above the restI was wrong. When the scores were all totaled, it was clear that my educational philosophy was progressive. Purpose After reading descriptors of what a progressive philosophy of education entails, I was not surprised that my ideas coincided with this view on education. A progressive educational philosophy is one that educates students to be responsible citizens who problem-solve to improve the society in which he or she lives. Students are taught to cooperate with others to solve problems because we believe that society best changes when individuals do not work in isolation. A teacher who believes in progressive education encourages students to be inquisitive, constantly questioning exploring. Perhaps most importantly, teachers with this educational mindset celebrate the unique cultural differences that students possess because they realize that these differences provide authentic learning opportunities in their classrooms. Content This section was more difficult for me to reflect on because I am, in large part, told what content I must teach. Due to centralized curriculum such as the Common Core State Standards I choose the content I teach based up what standards I must meet. However, I start planning instruction by identifying the content students need to know and determining the most engaging and relevant way to deliver the content. I strongly believe that teaching is a craft; although more mandated curriculum is imposed upon teachers each year, we have the final word on how we deliver the curriculum and how we assess them. In the end, if students have not learned what I have taught, it is probably because they could not relate to the material in a meaningful way, in which case I have not done my job. The evaluation of what students have learned are best done when students have a real-life application of the content. If students do not meet the outcomes, it is usually a reflection on my teaching and students should be given more opportunities to practice the skill before I move on to other content. Methods In planning an educational activity, I try to make sure the activities are relevant to students lives outside of school. I believe students learn best when they can connect to something from their own lives. Students must see themselves in the curriculum if they are to have the visceral connection that is crucial for a child to remember it a lifetime. As an educator, I am most successful in situations where students can explore and reflect on interesting issues. I see students the most engaged when they are able to do this collaboratively with their peers. Most of the activities I plan are done in groups or as whole- class discussions. In my opinion, students must learn at an early age how important it is to value others points of view. Role of the Teacher My primary role as a teacher is to facilitate learning activities that are meaningful to students. The desks in my classroom are not organized in neat rows facing the front; rather, they are grouped in clusters so that students are able to discuss problems with their classmates. When I think about delivery of instruction, I must take into account what is important to my students and how I can reach them. I believe in experiential and constructivist learning, which is why my role is a facilitator. I develop scenarios in my classroom that allow students to arrive at their own conclusions, which is much more significant than a didactic approach where the teacher imparts knowledge on the student. Role of the Student The role of the student is crucial in my educational philosophy. Students feelings during the learning process reflect the uniqueness of each student and should be valued in the learning process. I feed off students excitement and reflect in their boredomtheir feelings determine the course my lesson will take. When students are uninterested in a subject, it I because they either do not see a connection to their real lives outside of the school or it is not a high priority for them personallyit is my job to build the bridge and make that connection for them. Student-to-student interactions are of high importance to me. In my opinion, the most valuable things people know are learned through collaboratively solving problems with others. Very few careers in life are done by oneself in isolation. Thus, students must learn how to work cooperatively with others and experience the challenges and benefits of collaboration.