Philosophy of Education - Assignment Example

Philosophy of Education School Affiliation: Education philosophy Education is often thought an important part of every human irrespective of racial background. The evidence that all countries do have education systems albeit with a variance underlines the fact. For kindergarten pupils, where I teach, it offers them an opportunity to start learning about a lot, not just academics. Here, children learn how to socialise with others as well as respect their seniors. My teaching purpose is to see pupils equipped with the right kind of education, which in this case has to do with equipping them with life skills.

Often, teaching is seen as a normal career but Lunenberg et al (2007) stated that educators play a role model position to the pupils. Personally, I consider teaching as a platform where the pupil’s future will be greatly shaped by the kind of teachings they receive from me.Concerning the teachings offered at kindergarten, the approach is rather different in comparison to other levels. Normally, it does not just entail a curriculum that is easy to understand. Rather, the first days are usually vital for every kindergarten student because it is here that a relationship between the teacher and the pupils need to be established.

That means the teacher has to understand the personalities and backgrounds of the pupils. Once this is done, the children need to be made lively always, if possible, in order to make the learning atmosphere easier. Upon exciting the learners, the education for pupils at this level starts with making them understand the alphabets. That is to say, training them how to pronounce correctly as well pointing out the ones that have a variance in terms of sound. Unlike in other teaching levels, this one has to be with minimal strictness, and is brief.

My beliefs concerning teaching have to do with using this career to impart children with the right kind of teachings. In short, teaching is not a career as such, but rather a calling-like pursuit meant to bring a positive change. Because of strongly believing in this way, I often find myself going beyond the expectations. Besides teaching what is only listed, encouraging discipline, socialization among the children and thinking critically is often done in the class.Due to this approach, I normally set a goal for myself as well as that of pupils where I help students to achieve it even as I commit myself to doing so.

Earlier, it was stated that a teacher is more than an employee; a role model is what every teacher is. Therefore, the goals I set are not just for the students but mine as well. Concerning the goals I have for the students, I strive to ensure that once the children start making friends, the friendship is retained. Consequently, this will help them in future as to how disagreements ought to be resolved. Additionally, I see to it that children pass the levels in this kind of learning, and so in an exemplary version.

Utilizing this approach will help them to go beyond the norm hence leading to a change in social life.In a kindergarten, bringing global awareness is not hard so long as a teacher knows how to be interactive with the students. At this point, it is imperative to understand that a kindergarten teaching only becomes productive if the teacher engages the students. It is recommended that a Responsive Classroom Approach (RCA) be employed in order to have all students participate (Wanless et al 2012).

Teaching the time and season concept will the best way to bring about the global awareness to this kind of environment. Relationship with others comes through befriending the pupils and making them the link between the teacher and the community. Engaging other colleagues when teaching is another way to ensure a string relationship.ReferencesLunenberg, M., Korthagen, F., & Swennen, A. (2007). The teacher educator as a role model. Teaching And Teacher Education, 23(5), 586Wanless, S., Patton, C.

, Rimm-Kaufman, S., & Deutsch, N. (2012). Setting-Level Influences on Implementation of the Responsive Classroom Approach. Prev Sci, 14(1), 40