Philosophy of Education - Essay Example

?Topic: Philosophy of Education The teacher develops a philosophy of education from both the theoretical sources of historical philosophies which discuss the idealism that underlies the teaching process and also from practical experience by testing these theories in classroom instructional practice. From philosophers such as Rousseau, Piaget, Thoreau, and Montessori, the teacher may learn about human nature and the stages of childhood development, as well as the goal of education. The teacher needs to build practical strategies for teaching on the foundation of the idealism of human nature, focusing on social skills growth, mental patterns of learning, physical training, and personality development. From the foundation of openness and the exchange of information through communication, the teacher must also implement a broader teaching structure in a Third Grade class that will lead to well-rounded development of students in all subjects of science, reading, writing, research, recreation, and physical growth. Because of this, I have decided to adopt what is called an “essentialist” theory of education that believes that the teacher should prepare according to a path of gradual development of the childhood subject, where a wide variety of course materials and instruction leads to the broad development of minds and character through the classroom activities. (Phillips, 2008) 1. Curricular and Instructional Practice For curriculum development in the Third Grade, the teacher will be following a broad curriculum in general education focusing on the development of fundamental learning skills for further progression in education. This curriculum is based upon reading and writing most importantly at this stage, with also basic mathematics being important. The students should improve in reading skills across all subjects, as well as using their writing skills in all classes for essays, tests, note-taking, etc. Math is integrated into science and arithmetic classes to impart basic skills through repetition of practice and homework. Oral communication will be an integral part of the students’ in-class responsibilities. The teacher will be implementing Ohio Teaching Standards and preparing students for the display of knowledge apprehension in standardized tests that will assess cumulative knowledge. The classroom will be on a “one-room” standard, with both male and female students mixed in the class, and uniforms will not be used as part of the dress codes. My teaching will take place in a Public School district, and as such there will be further responsibilities in the application of the teaching method with regard to keeping the parents as part of the process, engaged and informed in the child’s development, as well as satisfying administrative responsibilities at the local school and district levels. In this environment, the teacher must be well-rounded in knowledge, and prepared in advance for lessons in order to anticipate problems or issues and have adequate response techniques available for implementation in the lesson. (Atherton, 2011) 2. Diversity of Learners Multiculturalism is the basis for the current paradigm in public education where the students come from a wide range of backgrounds both culturally and socio-economically. Part of the teacher’s responsibility is to provide the students with the basic of good citizenship, which includes tolerance for others, respect for views, openness, helpfulness, etc. Because of this the teacher should always make sure to maintain fairness in teaching methods, recognizing that girls and boys must be taught equally, and that the student’s must learn to understand and appreciate each other’s own cultural diversity and heritage. While the history classes allow for cultural dimensions to be discussed, holidays, class parties, special events, and seminars can be implemented by the teacher and organized in a way that they promote multiculturalism. The teacher should assist the students in building cultural identity and individual awareness within the larger group and classroom community as a model of the social ideal. (Pring, 2005) Examples of this can be seen in the construction of cultural and history classes within the multicultural framework, and encouraging activity that searches these aspects of identity in the child’s own sense of self. 3. Democratic Issues In my personal teaching methods and philosophy, I believe that social justice issues like racism, sexism, prejudice, discrimination, etc. are learned by children in society and not part of their innate nature. Because of this, the teacher must be conscious of contemporary issues related to historical patterns of social justice and civil rights issues, and maintain a high level of personal standards regarding the equality of all students. The teacher cannot be content to see some students fall behind, or to become uninspired with the coursework, and must address the special needs of individual students personally to assist them to development. Where social justice issues based upon economics or financial issues may impact the students’ ability to develop a project or assignment equally, the teacher should provide materials so that all have the equal ability to complete the project. This requires that the teacher be aware of the out-of-class resources each lesson requires of the student, and be certain that everyone has the same ability to compete equally. Since America is based in democracy, liberalism, and capitalism, the competition of ideas should be presented in class that gives students the understanding that there are multiple views of interpretation on some issues, and encourage individuality through the discussion of these issues and the development of moral awareness. Examples of this may range from the providing of hand-outs, books, and other supplies required for projects, art classes, or holiday events, as well as in preparing multicultural programs or individualized approaches to teaching that target the students’ diverse needs on a one-to-one basis. 4. Professional Standards & Educational Reform I believe that the teacher must fully understand and implement professional standards as they exist historically and currently in the education system, and then progress to reform from the understanding of the standards as they are applied in the classroom. The teacher will use the Ohio Teaching Standards, NCLB, and other benchmarks as a guide to implementing professionalism in the classroom through the conduct of lessons. When these standards may be objectionable or contrary to experience, the teacher can first discuss the application of policy with school administration for clarification. Thereafter, the teacher should keep notes as to what issues arise in the classroom, and further participate in regional, State-level, and national associations of teachers when they gather to discuss the rules and precepts for the system in development. By becoming active in professional teachers associations, the young teacher can also learn from the experience of the older educators and build a wider understanding of the dynamics in the modern education system of today. The teacher must act as a leading example of behavior in the classroom environment at all times, and integrate the experience into a larger social role and professional hierarchy. Sources Cited Atherton, J S (2011). Learning and Teaching; Assimilation and Accommodation [On-line: UK] retrieved 27 April 2011 from http://www.learningandteaching.info/learning/assimacc.htm Phillips, D.C. (2008). Philosophy of Education. Stanford Encyclopedia of Philosophy, Jun 2, 2008. Retrieved from http://plato.stanford.edu/entries/education-philosophy/ Pring, Richard (2005). Philosophy of education: aims, theory, common sense and research. Continuum International Publishing Group, 2005. Retrieved from http://books.google.co.in/books?id=9mY0MjZqLuoC Read More