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    Personal Philosophy of Educational Paper Personal Philosophy of Edveational Paper Hana Y. Bekele ‘Wesleyan College. Fall 2017, Personal Philosophy of Educational Paper 2 ‘Much as evolved since my first Philosophy paper, where I established my goals and and have philosophy nay fue classroom, Ihave been in numerous schools in diferent observed many dierent teaching sls. have comet the conelsion that my fst paper touchat tho sce oF what uly want to aecomplish. want dig doer tn ett the core, want to engage my stunts and thaws thm yearning for edsation, attended the Ron ‘Car Academy in September 2016 and Mr Flemming, who teaches Political Scene, tated a «uot that wl ovver remain with me and follow mento my teaching caret. Hed th ill te no use of shoving infor and knowledge down stunts oat, make yur students crave and hung forknow/sge This is my moti and what ve by whenever Iiach a lesson, ‘orev help asadent with an asigment, With this mot have elized hat I mst ngage my studets, erate strong bond wth them and always have high expectations. Andsthough there has been some shange in ny Philosophy of teaching til am awa othe Theor of Progressvism Proresivism octses on el world problem-solving atv hf ike would enforce in my classroom, 1 sure ye al can remember a bad teaching experience. Whether itbe a teacher insructing in alifeless way or implementing Lesson in avery boring monotonous tone. So how can we void tat method a lasing your students? I have come tose that your stents look at you and depen on you to guide their eaming, Ifyou come into your elas angry itt, and not seeming lke you wan to come in your students will pick up on it Your attitude depts their “pe atte when itcomes to schoo. H's asf you come nto a estaurant and you havea very ude waiter, would you enjoy your service atthe spect restaurant? Most ikely people wil respond with n, they wl nt. Having tha energy an he optinism to eam realy makes ference. "Now Lam not stying, you mus sie every single secondo ooze happiness every single ‘oming. What am saying is showing litle enthusiasm forthe joy of faring can leave a lasting impress on Yur students. Iso belive in having high expectations of my stadent at aultimes, Your students can do anything they ean putts minds to, Unless you puta imi on your student, hey can do anything they et ther minds too. Even if they do nt believe it a the time, you must believe it for them unt they can da tom thee own. According to Carol Dweek, Inher book, Mindset: ow You Can Achieve Your Potential lis of researcher by the name of Falko Rheinberp, who studied how students” academic achievement and progress influenced bythe teachers’ mindset about intellectual ability. What he found was that when teachers b that ability is fixe, the students end the year a the same level as wien they began the year students wore i the botiom group a the beginning of the yea, then they were in he bottom growth the stents began all stadents progressed and developed to a much higher degre. There was it ide’ matter where _roup atthe end ofthe year. Whon teachers taught ‘much more movement between ability groups as students learned and improved. | as atm placement a semester ago when I observed a conversation occuring between ‘wo students The student was discussing he soccer game and how excited she was to know that her teacher woald be there to support her. She suid that none of her teachers cared about her lke Personal Philosophy of Educational Paper 4 this befor My eyes watered when I heard the emotion in her voice, the joy and hppiness to ‘know that her teacher would be there for her to support her and have her back was. beaulful ‘omen to see, Establishing & bond with my students is @roquirement forme to eve, In my fture classroom, [think would enforce the Theory of Progressivism a ot in my lasso. Progresivism inches every shunts opinion and gives space for cooperation, personal opinicn, and group work. According to Webb, Metha, and Jordan (2010), “Propressivism embraces the notion that the child isan experiencing organism who is eapable of “Teaming by doing’, Progrssivsts perceive students tobe evolving and active being capable of interacting with thei environment, setting objectives for their own learning, and working {together to solve common problems. They are also capable of establishing rules for governing ther classrooms, and testing and evaluating ideas for the improvement of Tearing’. Ina Progressive elaseroom I would facilitate my students and guide them to foster eiial thinking. [ \would definitely try to put across that Learning is spiral, with deph and breadth as goats. belive that knowledge is constructed through play, direst experienc, and social interaction. Having mukipl: engaging and ative lessons is something I would like to encourage as much as possible. Schoc is nt meant be maintained and controlled, eather challenge and engage stents and hi is why I sill strongly believe the Theory of Progressivism is beneficial and is. something [would use in my classroom” ‘However, nat only would I think the Theory of Progressivism would be beneficial to my classroom I believe a more modern form of Perennials would likely be incorporated in my Personal Philosophy of Educational Paper s classroom as wall, According to Cohen (1999), “For Perennialists, the sim of education isto censre that stents aoquite understandings about the great ideas of Westem civiliaton. These ideas have the potential for slving problems in any er."The focus isto teach ideas that ate everlasting to seek enduring trths which ave constant, not changing, as the natural ad human ‘worlds at dheir most essential level, do not change. Teaching these unchanging principles is of

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