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Educational Philosophy

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.

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