Category: Teacher/Teaching

Generally speaking, learning is a social process. When considering the specific process of learning a second or additional language, the social dimension of learning becomes more apparent. Because of our dependence on each other for new knowledge, my teaching philosophy rests on creating a community of learners. Creating an optimal space for a community of learners means considering several actions and dispositions that influence the classroom. For one, students need to see the value and importance of all languages and cultures. I believe that students succeed at higher levels and work more successfully with each other when the languages, cultures, and prior knowledge of all learners are linked to new understandings. The learning community can also be strengthened through creating equitable learning opportunities, advocating for students and families, and knowing educational policies and laws. In the following sections, I expand upon my beliefs and demonstrate classroom practices and actions that exemplify my teaching philosophy.

Culture, Teaching, and Learning

Perhaps one of the most apparent areas of classroom interaction for an ESOL professional to consider is how culture influences teaching and learning. I understand that my culture is one of many possible ways of viewing the world. It impacts both the way I give instruction as well as interpret student responses to learning. An example of how my culture could influence my teaching could be in the use of display questions or the IRE pattern of questioning as a way to probe what students have learned (Gibbons, 2015). For students coming from different cultural backgrounds, this line of questioning may seem absurd (Delpit,1988). Students outside of the U.S. cultural mainstream may have a different expectation for how teachers and students should interact in the classroom.

This kind of role expectation is just one of many possible ways culture could influence teaching and learning, hence the importance of continual reflection. One tool I will use during the reflection process is the culture general model developed by Cushner and Breslin (1996). Examples of helpful considerations outlined in their model include understanding role expectations, considering different learning styles and methods of communication, and group categorization (Cushner, McClelland, & Safford, 2015). When I reflect on communication breakdowns or missed teaching opportunities, I can refer to this model to uncover possible reasons and adjust my classroom approach accordingly.

Language Acquisition Theories and Instructional Practices

Helping my future ELs succeed means the integration of both content and language instruction. A useful understanding for successfully marrying these important learning goals is knowing how second and additional languages are acquired. As additional languages are learned, they do not divide neatly into separate categories in the brain. Rather, bilingual and multilingual learners are continually pulling from all of their linguistic resources as they learn (Baker & Wright, 2017). Students are not two or several monolinguals at once, and their receptive and productive abilities in any language may fluctuate depending on context (De Houwer, 2009). I therefore embrace translanguaging as a pedagogy and will encourage my students to use all of their known languages in the classroom. Examples of capitalizing on translanguaging in the classroom include encouraging students to brainstorm in multiple languages or multilingual peer conferencing (Billings & Walqui, n.d.). Still another example of incorporating prior linguistic knowledge is to accept answers in languages other than English. This can be especially helpful to newly arrived students who are beginning their L2 production. Translation applications, community members, school personnel, and families can assist with verifying answers during this stage of language acquisition.

Contrary to previous language learning beliefs, using and learning two or more languages simultaneously will not cause delays or affect language development (De Houwer, 2009). In fact, drawing from several different linguistic resources can help students make important connections to new learning. Many literacy skills acquired in students’ L1s can be transferred to their L2s (Wong-Fillmore, 2009). I can facilitate these connections through explicitly mentioning language similarities. Also, I can create opportunities for students to explore new understandings with each other (Razfar & Rumenapp, 2014; Zwiers, 2014). Students must have the opportunity to produce language in order to understand it. Therefore, an established learning community is important for utilizing collaborative strategies such as turn-and-talks, group and partnered projects, and parallel conversations (Gibbons, 2015; Zwiers, 2014).

Indeed, the more opportunities students have to use language in meaningful contexts, the more likely they are to internalize it. Their efforts can also be supported through comprehensible input, or exposure to new language that is supported by the context in which it is used (Krashen, 1985, as cited in Zwiers, 2014). Students will not absorb the language simply from exposure, however. Drawing from Vygotsky’s Zone of Proximal Development, I will scaffold their learning experiences with strategies such as thinking aloud, text deconstruction, and co-constructing pieces of writing (Gibbons, 2015; Vygotsky, 1978 cited in Zwiers, 2014). Students must be able to see examples before being expected to try it on their own.

Equity and Multicultural Education

The diverse learners I will teach will encounter challenges different from their mainstream peers. These students could be faced with subtractive education, or educational practices that diminish cultural and linguistic knowledge (Baker & Wright, 2017). One area of education that could inhibit first language use is the pressure to perform well on English standardized tests. Faced with such high stakes, students may forgo or reduce L1 use. These tests may include overly complex language that ELs may not have had exposure to (Alvarez, Ananda, Walqui, Sato, & Rabinowitz, 2014). Consequently, ELs can be erroneously classified as lacking content area knowledge when they have simply not had enough exposure to and practice with academic language.

Subtractive bilingualism practices and insufficient academic language instruction do not align with the Lau V. Nichols ruling to accommodate the needs of students developing English. To both uphold educational policy and give ELs the educational experiences they deserve, I will strive to integrate content and language objectives into every lesson I teach or co-teach. Students cannot afford to delay their content area learning while learning language (Alvarez et al., 2014). Furthermore, students do not need to forgo their L1s while acquiring content knowledge and language. Making multiple languages visible and heard during the learning process is empowering and identity affirming as well as a useful scaffold for content learning (Agirdag, 2009). As language is best learned through the context in which it is used, ELs must be given as much scaffolded exposure to mainstream classroom experiences as possible (Gibbons, 2015; Zwiers, 2014). Curriculum should not be simplified for EL students as this can cause them to fall even further behind their mainstream counterparts (Alvarez et al., 2014). As an ESOL professional, I will work with content-area teachers to uncover the complex language specific to their disciplines and to implement appropriate scaffolds and supports for our ELs. Together, we can model disciplinary language and establish opportunities for ELs to use it with each other.

In addition to access to quality instruction, ELs need fair assessments. In keeping with the Every Student Succeeds Act of 2015, I will craft creative and innovative assessment for my students, taking advantage of technology and performance-based options. Multiple and varied assessments are essential for success. Varied assessments yield more insight on student knowledge, thus appropriately informing my instruction (Wright, 2016). Furthermore, uncovering students’ full knowledge repertoire can target advocacy efforts. I can identify and remove barriers to higher levels of education that invalid assessments results may have imposed (Brown & Abeywickrama, 2010). Finally, varied assessments increase fairness and create different ways to challenge students (U.S. Department of Education, 2017).

Community and Family

Families are an integral part to the learning and assessment cycle. Without building relationships with families, important student background knowledge remains hidden. The family home is also where the first language learning experiences occur, so it is imperative to link this primary discourse community with that of the school (Cushner et al., 2015; Razfar & Rumenapp, 2014). During fieldwork experiences, some of my mentors have discussed how they invited families into the classroom to read stories in their native languages. I plan to implement a similar practice which will not only strengthen bonds between the school and families, but will also improve and maintain vital L1 literacy skills (Herrera, Perez, & Escamilla, 2015).

In establishing connections with families, being open to different meeting formats is essential. Some may welcome home visits, which can be helpful in uncovering more about family goals, successes, and knowledge (Wessels, 2013). Home visits can also better orient me to local neighborhoods and discover ways I can make additional connections between families and communities (National Education Association, 2015). Other options for connecting with families include traditional face-to-face conferences or digital communication. There are a wide variety of online applications available for connecting with student families. Such choice and flexibility ensure I will find ways to connect that suit my future teaching context.

Continued Growth

No one ever stops learning, least of all educators. As a committed life-long learner, I will continue to seek out new ways to meet the needs of students within a dynamic society. One way I will contribute to my professional growth is through continual collaboration with future colleagues. Every teacher brings a diverse body of knowledge to the profession, so collaboration can catalyze new understandings. Effective time management will help be to maximize collaboration opportunities with future colleagues (Avila, 2015).

Staying connected to a body of ESOL professionals is also important. This is why I will join an organization like TESOL International that offer seminars and workshops to educators. I have also made valuable professional partnerships during my time as a graduate student. Some of these professionals include prior mentors who can be continued sources of advice when I enter my future teaching placement. I believe maintaining lasting working relationships is essential to not only my own success, but to the success of the community as a whole.

Conclusion

ESOL education is my passion and I intend to devote my career to helping ELs reach their academic goals. As our world becomes more connected and diversified, the need for bilingual and multilingual global citizens will continue to grow. We need community mindsets, flexible thinking, and varied perspectives. Given this globalization trend, I feel my role as an ESOL educator is more important than ever before. I look forward to the coming years in my profession, growing and learning alongside my students, their families, and my colleagues.

References

1. Agirdag, O. (2009). All Languages Welcomed Here. Educational Leadership, 66(7), 20-25. Retrieved from Blackboard website: https://mymasonportal.gmu.edu
2. Alvarez, L., Ananda, S., Walqui, A., Sato, E., & Rabinowitz, S. (2014). Focusing Formative Assessment on the Needs of English Language Learners. Retrieved from Blackboard website: https://mymasonportal.gmu.edu
3. Avila, K. (2015). The Call to Collaborate: Key Considerations as ELD and Classroom Teachers Begin to Align New Standards. ORTESOL Journal, 32, 33-43. Retrieved from https://search-proquest-com.mutex.gmu.edu/docview/1940929627?accountid=14541
4. Baker, C., & Wright, W.E. (2017). Foundations of Bilingual Education and Bilingualism (6th ed.). Bristol, UK& Blue Ridge Summit, PA: Multilingual Matters.
5. Billings, E. & Walqui, A. (n.d.) Dispelling the Myth of ‘English Only’: Understanding the Importance of the First Language in Second Language Learning. New York State Education Department. Retrieved from http://www.nysed.gov/bilingual-ed/topic-brief-5-dispelling-myth-english-only-understanding-importance-first-language
6. Brown, H.D. & Abeywickrama, P. (2010). Language assessment: Principles and classroom practices. (2nd ed.). White Plains, NY: Pearson.
7. Cushner, K., & Brislin, R. (1996). Intercultural Interactions: A Practical Guide (2nd ed.). Thousand Oaks, CA: Sage.
8. Cushner, K.H., McClelland, A., & Safford, P. (2015). Human Diversity in Education: An Intercultural Approach. New York, NY: McGraw Hill.
9. De Houwer, A. (2009). An Introduction to Bilingual Development. Bristol, UK: Multilingual Matters.
10. Delpit, L.D. (1988). The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children. Harvard Educational Review, 58(3), 280-298. Retrieved from Blackboard website: https://mymasonportal.gmu.edu
11. Gibbons, P. (2015). Scaffolding Language, Scaffolding Learning: Teaching English Language Learners in the Mainstream Classroom. (2nd ed.). Portsmouth, NH: Heinemann.
12. Herrera, S.G., Perez, D.R., & Escamilla, K. (2015). Teaching Reading to English Language Learners: Differentiating literacies. New York, NY: Pearson.
13. National Education Association (2015). How Educators Can Advocate for English Language Learners. National Education Association. Retrieved from https://www.colorincolorado.org/sites/default/files/ELL_AdvocacyGuide2015.pdf
14. Razfar, A. & Rumenapp, J. (2014). Applying Linguistics in the Classroom: A Sociocultural Approach. New York, NY: Routledge.
15. U.S. Department of Education (2017). Every Student Succeeds Act (ESSA). U.S. Department ofEducation. Retrieved from https://www.ed.gov/essa?src=ft
16. Wessels, S. (2013). Home Visits: A Way of Connecting with Culturally and Linguistically Diverse Families. Faculty Publications: Department of Teaching, Learning and Teacher Education at University of Nebraska, 147. Retrieved from http://digitalcommons.unl.edu/teachlearnfacpub/147
17. Wong-Fillmore, L. (2009). English Language Development: Acquiring the Language Needed for Literacy and Learning. Research into Practice Reading. Retrieved from Blackboard website: https://mymasonmportal.gmu.edu
18. Wright, W.E. (2016). Let Them Talk! Educational Leadership, 73(5), 24-29. Retrieved from Blackboard website: https://mymasonportal.gmu.edu
19. Zwiers, J. (2014). Building Academic Language: Meeting Common Core Standards across Disciplines. (2nd ed.). San Francisco, CA: Jossey-Bass.

As a teacher, my philosophy statement is that I believe that education is important for all. Children have many differences and each child has special characteristics that they can apply toward their individual education. As a teacher I will help guide my students so that they learn to express themselves, and learn acceptance of differences amongst others and themself. My role within the classroom will be to help each child learn their potential and abilities while developing their own personal learning style. Each and every classroom is unique and develops or forms a type of community within itself. I will include various learning styles within my curriculum and lessons, as well as relating the material to aspects of society that my students feel are important. My curriculum will include projects, partnering activities or cooperative learning, hands on learning, and individual work meeting the needs of all of my students while engaging and inspiring them to learn. With this being said a teacher holds many roles for her students including, but not limited to, role model, motivator in school and life, and most important in today’s society dependable safety figure. It is very important to understand your students and know how they learn and what they need to learn successfully.

My belief is actually built off of the philosophies of several theories. I feel that they all have some good points, however by combining them you can develop a great teaching philosophy.

Lev Vygotsky had a sociocultural theory view in that human development as a socially mediated process in which children acquire their cultural values, beliefs, and problem-solving strategies through collaborative dialogues with more knowledgeable members of society (McLeod, 1). The classroom being its own community connects his theory to education especially with his strong belief in that community plays a very important role in making meaning. His belief contradicted Piaget’s belief that Vygotsky felt that learning was a necessary and universal aspect of the developmental process of culturally organized, especially human psychological function (McLeod, 1). In other words, he felt that students learned best when interacting with other children or adult individuals. He believed that social interaction plays a fundamental role in the process of cognitive learning. Vygotsky believed that cultural development occurred twice in a child’s life, first on a social level and later on an individual level meaning first with another person and then within the child themself. Vygotsky believed that in all situations there is an expert and beginner. When connecting to the classroom the expert would be the teacher and the beginner would be the student because they are actually the person learning something new. The student is striving to climb the ladder to become an expert. This is his goal to move the student from beginner to expert. This transition in Vygotsky’s theory occurs in the ZPD or zone of proximal development. In the ‘4 Learning Theories’ article from learningtheories.com, the ZPD is the distance between a student’s ability to perform a task under adult supervision with peer collaboration and the child’s ability to solve the problem independently. In Sam McLeod’s article ‘Lev Vygotsky’, he refers to Vygotsky’s zone of proximal development as “the area where the most sensitive instruction or guidance should be given, allowing the child to develop skills they will use on their own, developing higher mental functions” (McLeod. 2020, pg. 5). With all this being said, it can be stated that Vygotsky believed it was important to teach students different skills they can learn on their own in different settings including inside and outside the classroom. This also proved that he believed there was a specific time frame that instruction should occur for students to understand the skills being introduced and taught so long it is done in a meaningful time frame. I agree with his theory and belief because students need to learn things that apply to life situations outside the school setting. This also time helps for engagement time. This theory and its connection to time framed learning and social learning is definitely something that will be included with my future classroom.

Howard Gardener’s is the next theory that I based my educational philosophy off of. Gardener’s belief is that no classroom of students will learn the same way as one another. This is the basis of my personal philosophy. Each person has a unique combination or profile. Gardner’s theory of multiple intelligences was proposed in 1983 in his book ‘Frames of Mind’. Visual intelligence is the first theory and is where a student learns visually through charts, graphs, or videos. Linguistic intelligence is the second theory. Marenous, in her article ‘Gardner’s Theory of Multiple Intelligences’, defines this theory as dealing with sensitivity to spoken and written language, ability to learn languages, and capacity to use language to accomplish certain goals. Oral presentations, books, and speeches work best for this student. Logical-mathematical intelligence is the third theory and refers to analyzing problems logically, investigating scientific issues, and carrying out mathematical operations (Marenous, 3). This is for philosophers and scientists. Spatial intelligence is the fourth theory and is defined as the potential to recognize and manipulate patterns of wide space as well as confined areas (Marenous, 3). This is for surgeons, artists, and architects. Body-kinesthetic intelligence is the fifth theory and is defined as the potential of using one’s body or parts of the body to solve problems (Marenous, 3). These students can use their bodies to create products, perform skills, or solve problems through mind-body union. Examples would be Michael Jordan and Simone Biles also mechanics and carpenters. These students will learn hands on and by acting things out. They also will have good hand-eye coordination. Musical intelligence is the fifth theory defined as having the ability to recognize and create musical pitch, rhythm, and tone (Marenous, 3). These students have the ability to memorize lyrics and rhythms and also facts. For example, math facts, states and capitals, or preamble songs helps these students learn. The next two intelligences are reflective off of each other and are complete opposite types of students. Intrapersonal intelligence is the sixth theory and is defined as the capacity to understand intentions, motivations, and desires of other people and consequently to work effectively with others (Marenous, 4). These students do well with group projects. These people are usually work teachers, managers, or public relations. Intrapersonal intelligence is the seventh theory and is defined as having the capacity to understand oneself including desires, fears, and capacities regulating one’s own life (Marenous, 4). This child recognizes their own moods and understands what life goals are important and knows how to achieve them. This student works best independently and self reflects a lot. They need to know their strengths and weaknesses. This usually follows through into their personal life as they use the models to make life decisions. Howard Gardner calls the next intelligence ‘naturalist’. This intelligence is defined as expertise in the recognition and classification of the numerous species of his environment. They are able to identify plants, animals and weather information that is found in the natural world. The students are most in tune with nature and are most used by scientists. As I stated earlier, Gardner believes that all students learn in different manners which is why it is so important to know and understand your individual students. By learning about your students, you can know what type of learning works best for them. Gathering data on an Interest Inventory is one way to learn what your students are interested in and how they prefer to learn. After looking at the needs of my students I would then be able to incorporate the different intelligences and the ways each one learns to help my students learn and be successful.

Holding a student’s attention is very important and at times rather difficult that is why it is so important for teachers to change their techniques throughout their lessons. Philosopher John Dewey believed in having a constructivist classroom. This means having the students involved in the lesson interacting with others. Students can and will lose their focus sitting and listening to a lecture for a long period of time. Dewey believed that the traditional classroom was beyond the scope of young learners (Williams, 91). In the article titled ‘John Dewey in the 21st Century’ written by Morgan K. Williams states that Dewey is probably the most influential philosopher to impact education. He believed in a progressive education and that education was a “crucial ingredient in social and moral development” (Williams, 92). Over the years Dewey’s philosophies and theories have impacted many educators through constructivism, experimental knowledge, learned center theory, and progressive education. Progressive education according to Dewey was “a product of discontent with traditional education” and should include socially engaging learning experiences that are appropriate for young children developmentally. He feels that the hands-on approach in classrooms is best because students are learning by seeing how things are and why they are that way. Dewey believed that each student through real life situations should build themselves while socially interacting with others. He founded constructivism which are still used in many classrooms today. Although the push of the Common Core Standards in education today totally goes against some of Dewey’s beliefs, I still plan to use them in my classroom as much as possible. Classrooms of the 21st century are engaging students through technology such as cell phones, texting, instant messaging, chat rooms, and wikis. Using these tools that students of today’s world are familiar with to put out academic information is meeting the social needs of students by aligning standards to technology. This places Dewey’s social learning theory in classrooms today. I will be doing hands-on projects with my students to keep them actively involved in class. By engaging my future students this way, I would be showing them that there is more than one way or solution to solve a problem. This project-based learning will not only keep them engaged in the classroom but also will help prepare them for challenges that they will encounter in the real world.

B.F. Skinner is the theorist I will be implementing as my behavior management plan, following the operant conditioning. Operant conditioning is a method of learning that occurs through rewards and punishments for behavior. Through operant conditioning, an individual makes associations between particular behavior and a consequence (McLeod, 1). So, students’ behaviors will either increase or decrease based on the consequences it receives. When following this plan different types of reinforcers are implemented including positive and negative punishments and reinforcers that are believed to affect the behavior of the students. An example of positive reinforcers would be a homework pass. These positive reinforcers are added and used to increase the behaviors that you would want to see repeated in your classroom. By receiving the reward, the student is more likely to repeat this behavior therefore strengthening the positive and appropriate behaviors. Positive punishment on the other hand is when the teacher adds something to the situation to decrease a behavior that she does not want repeated in the classroom. Phone call to a parent would be an example of a positive punishment. It is added to the environment or situation to help do away with inappropriate behaviors. Removing an unpleasant reinforcer is negative reinforcement and can strengthen behaviors. At school, a negative reinforcement could be the child no longer having to sit next to the teacher because they are staying on task and completing in class assignments. Negative punishment is the last type of operant. This is when something is removed to decrease the behavior that follows. Examples of this could be lunch detention or being thrown off the school bus because of inappropriate behaviors that the student is having during these times. By removing these things, you are increasing the chance that the behaviors are less likely to occur again. I believe that Skinner’s behavior modification plan off operant conditioning is a very good plan to set up in the classroom and use to manage classroom behaviors. Both positive and negative reinforcers are used and provide different options which could vary by student especially since no two children are the same.

I feel that professionalism is another factor that is very important in the classroom. Being strong willed and confident of your personal knowledge of the content is good, however a teacher should never give up on learning themself. It is important to be comfortable but it is also very important to challenge yourself and stay up to date with new standards and methods that could benefit your students. Belonging to organizations in the education field can help with this. I also plan to attend graduate school immediately after I graduate so that I can gain more knowledge in the field of special education. By attending graduate school and studying special education I will learn more about these students’ specific needs, behaviors, circumstances that could have helped push them to this point all of which would help me understand what I need to do to help them and their psychological needs. Another important factor for professionalism is having a good rapport with your co-workers. Working well with your team and giving and accepting help when needed shows strength. No one expects educators to be perfect and to be the best at everything that is why it is important to work well with others. What you do not know someone else very well may and can help by giving you suggestions.

The last and most important in my eyes for professionalism is having a strong student teacher relationship. By developing this relationship, you gain the respect and trust of your students. This allows for your students to be comfortable in your presence and in the classroom environment. Once the students understand your expectations, rules, and beliefs they will follow your lead and great things will happen within the classroom. A healthy student teacher relationship provides the students with a comfort level they need in the event that something is wrong they know that they can turn to you for help and it also provides them with the constant that so many students in today’s school desperately need. You as the teacher could quit frankly be the most dependable and reliable person in their life. With this being said, it is also very important to set boundaries and not ever take advantage of the student teacher relationship. A welcoming and comfortable environment should always greet the student.

In conclusion, my future classroom will work off of many different theories. As I stated before by combining them the classroom will be great. The most important to follow is Gardner with his multiple intelligence theory. All children are different and all children learn in different ways. Being able to provide multiple ways to learn is important and by knowing your students this can be done. When children learn and are successful, they want to gain more knowledge this will lead them to a bright future. I will use Vygotsky’s and Dewey’s theories connecting learning to interacting and socializing with others. By having students work together they not only develop educational skills they develop social skills that are needed to function in the real world. This also sets them up for 21st century requirements of working well with others. Teachers and their classrooms have a huge impact on students and should always be preparing them for the best and brightest future, while developing their skills. My main focal point as an educator will be to ensure that I am meeting the needs of my students as I provide them with the means to gain an education, while providing a safe, comfortable, and healthy environment. If I can reach this goal with my students then I would believe that I was a successful educator.

Our teaching philosophy is a very important part of not only our resumes, but also gives us a why towards the question, ‘why do we do what we do?’. Learning is a large field of study and there are many aspects to cover when talking about education. I believe our curriculum is important, but there needs to be an established community around the curriculum. In order to create the best learning environment for all my students, I plan on using my authority and place in the classroom to make each student feel safe, comfortable and important.

On the topic of religion, my philosophy is to accept, respect, and treat each religion as unique and important. I will not, however, require any led prayers in my classroom. I have decided that there are too many complications that come with even non-denominational prayer, and students may find mandatory religious practices offensive or uncomfortable. In the case of Engel v. Vitale, the Court decided almost unanimously that required prayer in public schools violates the Establishment Clause in the First Amendment. When considering the priorities of making students feel safe, comfortable, and important, requiring prayer or other religious activities would not only be unconstitutional, but could make some students feel unsafe, uncomfortable, and unimportant.

For understanding the differences between groups of people, I want to use the techniques learned in culturally responsive teaching. So much of teaching to me is made of social-emotional connections with students, and this is especially important in culturally responsive teaching. I plan to take students’ backgrounds and learned behaviors, and use them as learning opportunities for curriculum and classroom community. This will give students a better understanding of one another, and help to recognize that different is not bad. Building a classroom community will help my big three targets of making students feel safe, comfortable, and important.

When understanding the achievement gap and white privilege, I as a teacher must make sure to apply the same tactics I do for my philosophy on different groups of people. Studies show that black students are three times more likely to be suspended or expelled than their white peers, and in southern states can make up to 50% of suspensions in a school. One African American student said: “I stopped loving myself because I realized the community did not love who I actually was” (NBC News). So many students of color fall into this pit where their fellow students, teachers, and broader community doesn’t support them the way they should, and as a result grow to foster negative images of themselves or embrace the personality everyone expects them to be. I am a strong believer in rubrics, and these will help to serve as a way to standardize the academic and grading process for students of different ethnicities. In day-to-day class, I’ll be sure to include the diverse students in conversation and even have certain lessons dedicated to different cultures to make them feel safe, comfortable, and important.

My philosophy of keeping students in a healthy environment relates a surprising amount to brain-based teaching. The brain naturally seeks to minimize social threats and maximize opportunities to connect with others. The brain also relies on positive relationships to keep its safety-threat detection system in check. Essentially, when students feel safe and cared for, the learning process is much smoother, since they aren’t worried about being attacked or threatened. Along with this, I plan on using other brain-based techniques. For example, our brains rely on patterns to create meaningful organization and categories of information. Listing new terms by categories, or playing matching games with vocabulary can help students tremendously. Another technique relates to the brain’s reliance on learning based on previous information. If my students are learning a new vowel blend, I will start with words they can already pronounce and show them how the vowel blend sounds in that word, and go from there.

In the respect of the Western canon, I believe that it still holds a lot of value. However, I don’t believe the Western canon is the only thing that matters in literature. I’m getting my licensure in Elementary Education, so I won’t be using these books directly as often as my AYA peers, but when referencing these books, I want to also include stories and writings of diverse backgrounds. Whether that is from younger authors, authors of color, or authors of different socioeconomic status, I want to present ideas in a wide variety of ways for my students. If the Western canon makes a point I want to make well, then I will use it. But if I find a point that pushes back on the Western canon, I want to include that in the discussion as well.

I was privileged to have a lot of these things as a student. I was a white male and so my culture and background were well represented in the classroom. As a result, I felt safe, comfortable, and important. More and more I learn about students who don’t feel the same and how school is a fierce landscape for many to traverse. The reason I want to be a teacher is to help students discover some of the same things I did, and if I can include each student in the process I went through, I think that they’ll come to feel the same way about school that I did.

When I think of the purpose of education, I think of it as the teaching principles to help guide one through society. It helps us to grow emotionally, mentally, physically, and socially. Giving us the basic skills and knowledge to meet our full potential. Without skills and knowledge then we wouldn’t have an understanding or connection of how things work.

My beliefs as an educator are to create a community within the classroom. Within my community setting my beliefs and values to a student’s education are equity, equality, communication, respect, and creativity. This will help set our stage to a sense of wonder in the student and guide them to find their purpose within society. By creating a safe and equal opportunity environment, each student will develop respect for their peers and others around them. I will help each student to achieve their utmost potential as each student is unique and different in their way. Everyone has their uniqueness to contribute to our community.

Communicating with the students is foremost to establishing a good understanding for me to reach each of their diverse needs. Inside the classroom, to set our platform for learning we will incorporate different learning styles through hands-on activities, cooperative learning, individual work, media literacy, and problematic scenarios. This will help to diversify the student’s transferable skills to express, understand and challenge the how and why it fits into society.

Within my broad-based technology field of hairstyling and aesthetics, I will give students the opportunity to showcase their work. With opportunities to showcase their knowledge and understanding throughout the community will not only help the students to flourish, create, and express, but also develop self-confidence.

Students deserve opportunities for self-expression, and to become advocates of their learning. It wasn’t until after school that I learned through experiences of triumphs and mishaps that it is okay to make mistakes and take risks as long as I’ve learned something in the process. These are values that I believe in and instill in my children, I hope to further inspire future students to do the same. If I knew then what I know now, I wouldn’t have had self-confidence issues growing up.

Learning is never-ending, and every child deserves the opportunity to reach their full potential. I look forward to teaching and learning more from my future students so that I too can continue to learn and grow along with them.

We are living in a globalized world where technologies develop rapidly. In such a context, education is no longer a mere passing down of knowledge to students. Instead of teaching hard skills, teachers should instill soft skills in the students. Social and emotional competencies and 21st century competencies are the two dominant soft skills that are necessary for every global citizen.

I believe the element of love is important in cultivating personalities with the competencies. With love, students will eventually internalize the six core values, i.e., respect, responsibility, resilience, integrity, care and harmony in them. As I take precedence in creating a safe classroom environment for my students, I believe the element of love is important. Therefore, these core values in mind, I can ultimately create a classroom environment where my students can feel secure and will not be afraid to face any challenges.

My teaching philosophy is to nurture young learners with love so that they can feel safe in classroom and eventually develop the personalities of love, care and supportiveness. I will equip my students with social and emotional competencies and 21st century competencies to prepare them to be a loving person and concerned global citizen.

Establishing an Inclusive Classroom Community

The element of love is crucial in establishing an inclusive classroom community where student feel emotionally, intellectually and physically safe so that they can engage in learning (Weinstein & Romano, 2015). I believe that an inclusive classroom community not only able to engage students in learning, but also is a prerequisite for developing students’ social and emotional competencies. This way, I can focus on building positive teacher-student relationship in my classroom.

In order to let students feeling safe to learn in classroom, positive teacher-student relationship has to last. Showing love and care to my students does not mean that all unreasonable behaviors and requirements of the students will be accepted unconditionally. An authoritative approach has to be developed (Weinstein & Romano, 2015) to keep pace with my teaching philosophy and make my teaching effective. At the beginning of my lessons, firm and consistent expectations will be established and I will provide proper support to reinforce these expectations (Seng, 2020).

Setting clear expectations provide a more predictable environment for students and avoid confusion that might lead students to ‘misbehave’ (Weinstein & Romano, 2015). I believe that a predictive classroom environment will form a safe classroom environment for students to learn. According to Dreikurs, humans have an innate to develop social interest. However, we must nurture and develop the ability in our students since young and school is an important place for the development of social interest (‘Teaching’, 2015). This belief aligns with my teaching philosophy, which emphasize on the social and emotional competencies and 21st century competencies to nurture global citizens who have social awareness and thus master the communication, collaboration and information skills.

Therefore, democratic classroom approach which suggested by Dreikurs will then be applied when I am setting expectation and rules in class (‘Teaching’, 2015). I will let my students take ownership in making important class decisions (‘Teaching’, 2015) by guiding them in discussing classroom rules. This way, I can promote autonomy by providing students opportunity to share responsibility in decision making (Weinstein & Romano, 2015). A respectful classroom environment will be cultivated during the discussion and extended to every lesson. However, I will follow the four guidelines in planning classroom rules, they are: reasonable, clear, consistent with instructional goal and consistency with school rules; this way I can ensure that students’ discussions will not deviate too far from what is expected (Weinstein & Romano, 2015). Moreover, I will be firm and consistent in implementing classroom rules that developed by my students. This way, I will be able to treat my students with dignity, friendliness, and kindness at the same time (‘Teaching’, 2015).

When student misbehave, I will identify and address the mistaken goals proposed by Dreikurs, these include: attention getting, power seeking, revenge and feelings of inadequacy (‘Teaching’, 2015). Dreikurs suggested to avoid the use of rewards and punishments when students misbehave; instead, logical consequences should be implemented (‘Teaching’, 2015). Before giving students logical consequences, I will ask students to reflect on their misbehavior so that they can understand the idea of logical consequences. At the same time, I will also talk with students to understand the cause of their misbehavior. This way, I can understand my students better by linking the cause of misbehavior with Maslow’s Hierarchy of Needs and check which level of deficiency needs is not satisfied (Tan et al., 2017). I will try my best to provide assistance to the students if their physiological and safety needs are not satisfied. For those who lack of belongingness or self-esteem needs, I will acknowledge their efforts and hard work by giving words of encouragement instead of blatantly praising them (‘Teaching’, 2015). I want my students to be individuals who can maintain positive social interactions with others and hope that they can achieve self-actualization ultimately.

In order to build loving and caring teacher student relationship, I will search for students’ strengths so that my students can give full play to their strengths (Weinstein & Romano, 2015). However, when I am acknowledging my students’ strengths, I will be mindful of the words I used. I will use encouragement than praise as suggested by Dreikurs (‘Teaching’, 2015).

The purpose of Dreikurs using encouragement is to build confidence and self-esteem in students and avoid students’ dependence on praise (‘Teaching’, 2015). However, I think that using encouragement can also help to reduce using extrinsic control on students (Weinstein & Romano, 2015) and develop intrinsic motivation in them. Encouragement focuses on the effort that students made instead of placing a value judgment on students (Tan et al., 2017). Time-on-task is one of the reasons that influence students to judge their successes or failures and effort plays an important role at here (Tan et al., 2017). Teachers should value efforts that made by students by using encouragement as effort is controllable and changeable. When using encouragement, teachers can explain students’ success through their own effort and ability, this will definitely develop high achievement motivation in learning. Therefore, using encouragement aligns with my teaching philosophy. I would like to nurture self-directed young learners who are not fearful of taking challenges and make mistakes as they understand that mistakes help them learn better (Tan et al., 2017).

In all, I will infuse my teaching philosophy which the element of love plays important role in Dreikurs’ theory to build a loving and democratic classroom culture. Encouragement from teacher to students will be frequently used in the classroom. This way, I am able to maintain positive teacher-student relationship with my students and develop social and emotional competencies in them.

Establishing a Supportive Learning Environment

Physical setting of a classroom not only influence the social interaction between student-and-student but also teacher-and-student (Weinstein & Romano, 2015). However, I also believe that it is impossible to promote positive social interaction without a safe classroom environment. Therefore, I will focus on the physical setting of my classroom to provide a safe environment for my students that facilitate them to develop social emotional competencies through interactions between individuals in classroom.

As I mentioned in my teaching philosophy, a safe classroom environment is important. Therefore, I will provide security and shelter to students in classroom. Safe classroom environment comprises both physical security and psychology security (Weinstein & Romano, 2015). In order to create a physically safe environment, I will keep all potentially dangerous equipment in cupboard, i.e., places that are not easily reach by students to make sure my students are not expose to dangerous environment in their learning activities in class (Weinstein & Romano, 2015).

I will make proper space arrangement in class as this provides psychological security to my students as this will create great impact on social interactions among students and teacher-student relationship. If the classroom environment is crowded, students will feel ‘cramped’ in their own desk and be easily distracted when learning (Weinstein & Romano, 2015). This not only created a sense of oppression due to sensory stuffy environment, but also limit their interactions with peers in class activities.

Creating a smooth traffic flow will allow students to interacts with others more easily, exchange their thoughts, build bonding among peers during class activities (Weinstein & Romano, 2015). It is also more convenient for teacher to move around to interact with students; students can also approach teacher more easily. This way, both positive student-student relationship and teacher-student relationship can be fostered. Therefore, the aisle in the classroom must be wide and there are enough spaces between seats to provide free spaces for student to ‘breathe’ and also allow student feel comfort to move around without obstacle during class activities. Moreover, this also avoids student from being tripped by obstacles due to packed classroom environment and there are always spaces available for students to store wheelchair or clutches when necessary (Weinstein & Romano, 2015).

I will also arrange the seats in clusters to promote social contact between students. Clusters arrangement allows teacher to design and facilitate small group discussion in class. Students also tend to have more direct eye contact with their peers (Weinstein & Romano, 2015) and thus are able to read the facial expression of their peers during discussions. Through this, students will be able to understand the feelings of their peers, thus learning to communicate and build positive relationships with their peers. Social and emotional competencies will be developed as social awareness, relationship management and responsible decision-making skills (Tan et al., 2017) will be applied in the interactions among students. Hence, students will eventually be equipped with communication, collaboration and information skills under 21st century competencies framework (Tan et al., 2017).

Cluster arrangement also facilitates buddy system that I want to implement in my class. In clusters, students sit closely to one another in clusters provides a better environment for them to have small group discussions, work closely in activities, provide assistance among one another in assignments and share materials (Weinstein & Romano, 2015). Through this, the values of love and care will be instilled in students and a loving classroom culture can be created. Clusters arrangement will definitely make the buddy system I established in class work more efficiently. A buddy system-friendly environment will be able to reinforce the values I want to instill in my students, encourage my students to work together and help each other to achieve success.

It is important for students to have a strong sense of belonging to their class so that they will love their class, anticipate to attend class and thus enjoy learning in class. To inculcate a sense of belonging, I will allow students to take initiative in decorating classroom. In the beginning of new academic year, I will embark discussion on classroom decoration with students and provide guidance for them to do planning. I will also encourage them to draw a small art work according to the theme they discussed and use the art work to decorate our classroom (Weinstein & Romano, 2015). Therefore, every student is given an opportunity to contribute in decorating the classroom. In this way, their efforts and abilities are acknowledged. This activity not only build a sense of belonging to their class but also nurture confident young learners who comply with 21st century competencies.

Conclusion

In conclusion, interweaving my teaching philosophy in the physical classroom setting will allow me to create a loving classroom culture. This will eventually facilitate the development on social and emotional competencies in my students, comply them with 21st century competencies to be confident person, self-directed learners, concerned citizens and active contributors.

My personal teaching philosophy has many different components. Teaching means a lot to me and, therefore, it creates a complex philosophy. My purpose for teaching as well as the long term and short-term goals are intricate because of their significance to my career. My philosophy also discusses my methods of instruction and how I evaluate and assess my student’s knowledge. My philosophy includes the role of myself, as an educator. Also, my philosophy cannot leave out the importance of the student’s roles, and family’s and community’s roles.

Through my past two years of experience in the classroom and research of Ozmon’s (2012) ‘Philosophical Foundations of Education’, I can conclude that my personal beliefs about teaching are closely related with the philosophy of pragmatism and behaviorism. As stated by Ozmon’s (2012) ‘Philosophical Foundations of Education’, “pragmatism is a philosophy that encourages us to seek out the processes and do the things that work best to help us achieve desirable ends” (p.113). Also, as stated in the same text, that behaviorism “is most often classified as a psychological theory rather than a philosophy. Behaviorists think that the human traits of personality, character, integrity, and so forth are the results of behaving in certain ways” (p. 185). Because I see pragmatism as a philosophy and behaviorism as a theory, I have chosen both to develop my own personal philosophy from.

Pragmatist, John Dewey, believed that students should learn from experience, be aware of consequences for their actions, and be able to solve social problems intelligently. Since I have a strong belief in giving students the opportunity to ‘learn by doing’, I think this pragmatic theory strongly relates to my personal teaching philosophy. Also, students being aware of their consequences as it relates to their behavior and academics is also a significant component to my philosophy since I find a great deal of important on this subject.

Touching on the aspect of behavior, I made it a point to bring in behaviorism only to highlight my belief in how human personality, and character enable people to act in certain ways. Therefore, it is important for me to put this into my teaching philosophy because I want others to understand that I recognize the significance of personality characteristics and how if effects students’ behavior. I believe that if I can understand how to differentiate my rules and consequences to fit certain personalities within my classroom, I will gain more respect from my students, colleagues, as well as parents.

My purpose for teaching relates to the school and what I believe school to be. School is where children come and learn about different subjects and knowledge to become active members of society. It is where they come to be safe and feel safe, and I have made it a personal and professional goal to make sure I uphold this standard of schooling, education, and of teaching to the highest respect. A long-term goal of mine is to maintain the responsibility to uphold a high standard within my community.

As I stated above, I believe it is important to give my students the opportunity to ‘learn by doing’. Therefore, this method of instruction is a primary indication of how I believe students learn best and I have every intention to make sure that I give my students this opportunity whenever possible. I believe the student’s role in the classroom to be that of extreme importance. Students should be given responsibility for their own learning. Students should lead classroom discussions. They should collaborate with one another. Students should communicate with each other to solve problems. I attended a professional development where the speaker stated: “the one doing the speaking in the classroom is the one doing the learning”. I found this statement to be very powerful and true.

As for the role of the teacher, I believe we should be facilitators in the classroom. I do believe there is a time for direct instruction; however, I believe students need to be given plenty of opportunities to lead the learning. In addition, I believe a big part of being a ‘public servant’ is being a public figure. The public is watching everything I do. I think it is important for all educators to be good role models. If you don’t have the trust of your parents, colleagues, and students, it would be very difficult to be taken seriously. If your students don’t take you seriously, I believe it would be problematic to implement instruction and behavior management.

Furthermore, I believe it is the educator’s responsibility to create an orderly environment within the classroom. I believe in routines and rules. However, I want my students to feel comfortable in speaking out and expressing their ideas and opinions on different subject matter. I also believe that without order, routines, procedures, and teacher guidance, it would be hard to get through all of the standards and curriculum that I am required to teach them and that they are required to learn.

Families and the community have a role in education. I believe they should be actively involved in the school. Parents should be aware of what is taking place in the classroom. They should be open to a line of communication between them, the teacher and the student. Families and the community should be invited to events and considered partners to the school. They should be involved in community-based decision making.

When asked to create a metaphor for education, I had to consider all of the aspects included with education. Education is like a Rubik’s cube. It is everchanging and we as educators must be willing to adapt in order to achieve the desired end result. No more are the days of students simply learning by a lecturer. In order to prepare students for college and career, we must alter how we are teaching students. Students need to be given responsibility for their learning and provided opportunities to think critically, be creative, work collaboratively, and communicate with one another. I believe technology has made a phenomenal impact on the advancement of education. The use of technology in the classroom allows teachers the opportunity to provide students with experiences they may not otherwise be granted outside of the classroom.

My teaching philosophy is not necessarily simple. Teachers handle a lot of different aspects within their jobs and personal lives from being public figures, role models, educational leaders, creators, implementers, disciplinarians, and problem solvers, teachers have a lot of roles. I think if a teacher has a good philosophy about their jobs and can apply it to their goals, curriculum, and students’ successes, they can be proud they chose this occupation. I know I am truly changing children’s lives, and I fully intend to continue my education for the betterment of theirs.

References

1. Ozmon, H. (2012). Philosophical Foundations of Education. New Jersey: Upper Saddle River.
2. Sherrod, S., Dwyer, J., & Narayan, R. (2009). Developing Science and Math Integrated Activities for Middle School Students. International Journal of Mathematics Education in Science & Technology, (40)2, 247-257.

I think relationships between a teacher and her students is built upon the mutual respect that shapes in-between them. One thing that comes to my mind when I think about teaching is the relationship that I’d like to form with my students. Enjoying conversations with them and talking about topics that are important to them, in this way I could understand how they feel about the materials that we are studying in class. I’d like my classroom to be less of a classroom and be more of community, where we can all share ideas and talk about our experiences as well as learning new topics. This is one of the reasons why I like to teach (autism) students so that they would be able to communicate in a way so that they could continue with their lives. Within this statement I will categorize my approach towards teaching in: teaching, active learning, communication, technology, assessment followed by conclusion.

Teaching

My teaching philosophy is based on a strong belief in student engagement and participations. I think my responsibility is to engage the students with their responsibility being to participate, a two-way interaction is required for effective teaching. As a teacher I will not only provide information to students, but I will also monitor their progress in the class. I think this can be achieved easier if what is taught in class is related somehow to their past and their future goals. I also believe in the importance of repeated exposure to a subject, psychology in particular.

I would apply varied and diverse means to achieve these goals. Communicating my knowledge and experience effectively, although I consider lectures to be primarily means of delivering information to the students. In my opinion, the classroom can be a great opportunity to show students the primary and important principles of psychology.

In general, my pedagogical goals are:

1. To help students learn about psychology in a way to increase their motivation;
2. Fostering the development of analytical critical thinking skills.

Employing technology as a tool to enhance learning and taking beyond lectures paradigm. I also think that it is crucial to assess how well students have learned the contents of the course, this can be achieved with a multifaceted approach towards evaluation, providing students with constant formative feedback.

As a student studying psychology, I believe that am being in a unique position not only to deliver information about psychology, but also to apply that information to teaching. I will incorporate the principles of psychology, and the results of psychological research on human learning and cognition, not only in the content of the lectures, but also in the style and presentation of that information.

By presenting the learning objectives at the beginning of every lecture, the structure of the lecture would be to follow accordingly. Psychological research has shown that it is possible to facilitate the learning procedure by giving an outline of to-be presented information.

I would also strive to maintain a balance between gist and verbatim information, I don’t think that much could be earned by oversimplification and generalization, but though some theories are complex and are rather difficult to understand unless some parts are pared away to reveal the core of the concept.

Active Learning

I don’t think that there is any way more salient evidence than experiencing something with your own eyes, thus, numerous demonstrations and interactive tasks to further illustrate psychological principles may be used, allowing students to get directly engaged with their hands-on experience brings the knowledge they have learned to life, but also the potential of these activities influencing their lives is there.

Communication

As mentioned before, I encourage communication in the classroom, allowing all the students to have the opportunity to get involved and engage in interaction, for example if students have relevant questions in regards to what has been thought, I don’t mind them asking questions about anything else that is relevant to psychology in general. I do emphasize on face-to-face interaction, but in some cases I might provide feedback on a topic or a subject via email.

Technology

I view technology as a means to facilitate learning. I may use a video, so that students could fully engage and hear theories described from the creators themselves. Another use of technology would be to develop the course outlines online, using the web allows me to become a learning facilitator. When I think about large classes, that I have studied in, sometimes you feel like you are just part of a large mass, in order to minimize this effect and foster a strong interaction between all students and lecturer, technology can come to good hands in these regards.

Assessment

Through assessment, I think weekly quizzing might give good feedbacks; a 10 min short quiz which its material is drawn from the textbook, can have a better learning outcome on the materials of the relevant chapter. Firstly, drawing questions from the textbook I think oblique students to keep up to date with the readings, Secondly, requiring students to provide written response exercises their ability to express themselves clearly, thirdly, the quiz provides regular feedback on how well students have learned the materials.

Conclusion

I do believe that teaching is very special, having the possibility to engage with student who will have further impacts on their lives. I am looking forward to teaching in the near future as I have been monitoring the way teachers teach and the feedback which is given from the students. I love having the opportunity to share the cool things about psychology and ourselves with students and people who are truly interested.

References

1. Roediger, H. L., & Karpicke, J. D. (2006). Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention. Psychological Science, 17, 249-255.

From Plato to Piaget, many philosophers have debated the importance of philosophy in education. Dewey states that educational philosophy is the most important branch of philosophy of all (Noddings, 1995: 23). This essay will discuss some of the philosophers who have greatly influenced educational policy today as well as whether their theory is still relevant in education. In addition, it will relate this theory to a learner-centered approach to teaching the Curriculum and Assessment Policy Statement (CAPS) in South Africa.

As one of the first philosophers, Socrates is fundamental to any discussion of educational philosophy. His method was to question in a way that guides his listeners to challenge their viewpoints (Noddings, 1995: 11), with the ultimate goal being learning and knowledge rather than rote learning. Rather than teaching, the teacher is seen as a “facilitator, guide, advisor or fellow traveller” (Brennan, 1999: 14), and both learner and teacher contribute to the shared dialogue through questioning. Indeed, both teacher and learner are engaged in a process of learning that will continue over their lifetimes in a variety of circumstances and contexts (Knight, 1989: 11).

This method remains relevant in education today because it encourages the learner to investigate, to question and to be critical thinkers that embrace different perspectives from their own (Delić & Bećirović, 2016: 516). For the learner-centered teacher, it allows learners to improve their cognitive ability (Lam, 2001 in Delić & Bećirović, 2016: 516) rather than insisting on a performance-based approach in response to assessment pressure. Therefore, the Socratic method can complement the CAPS curriculum if correctly, and gently, applied.

While commonly used in law schools, the Socratic method has disadvantages in the intermediate phase. Garner (2000) in Christie (2010: 346) describes some of these: that it can be boring to witness an interaction between teacher and learner where non-participating students learn little, that it is not an efficient way to teach large quantities of information and that it allows a teacher to refuse to answer direct questions. This could be frustrating for learners, and could even be counterproductive, keeping teachers away from the very real responsibility of teaching the CAPS curriculum as mandated by the Department of Education. Research has even shown that it can be psychologically harmful to students (Overholser, 1992 in Christie, 2010: 352), as learners may feel intimidated or anxious when called out in front of class to answer a barrage of questions. Additionally, Pekarsky (1994, in Christie, 2010: 353) points out that the teacher’s ability to understand the “belief system and the character of learners involved in the dialogue” can also influence the effectiveness of this approach.

However, Letts (1994, in Christie, 2010: 351) contends that using the Socratic method or dialogue allows children to understand how to deal with conflict, and “disagree without violence”. A student can learn to appreciate all sides of an argument or issue, which can also make this method useful for debates or written assignments, where learners must practice to argue both sides. In short, this allows students to develop deeper curiosity and passion for knowledge and learning (Delić & Bećirović, 2016). Instead of merely readying students for academic success, teachers can gently encourage their intellectual growth by continuously challenging them to re-examine their beliefs.

Plato, a student of Socrates, was considered the father of idealism. Plato believed the purpose of education was to discover and develop each learner’s individual abilities and morality in order to serve society (Leonara & Gelbrich, 1999). Plato emphasized that education should be tailored towards ability, thus a ruler would learn to rule, a worker, his trade, and a guardian, to be a better soldier. Thus, education would meet the needs of the state (Noddings, 1995: 13). While common in modern educational policy, this approach assumes that children will show their relative efficiencies and capabilities from a young age, that all have equal opportunity to learn, and denies educational differences among children (Noddings, 1995: 14). What’s more, it can be seen as entrenching societal inequalities, as children born into a specific set of circumstances will remain in such circumstances unless they can otherwise distinguish themselves through their own merit. Indeed, Brennen (1999: 8) feels that Plato’s philosophy of education denies the right of individuals to be educated to their full potential.

However, Plato’s approach cannot be dismissed as it remains relevant in education today. In this approach, teaching is focused on developing ideas through lecture, discussion and Socratic dialogue, where learners are encouraged to use questioning to discover and clarify knowledge (Leonora year etc). According to Delić & Bećirović, 2016: 513, this method, which originates in the Plato dialogues, is known as the modern Socratic method, leading the learner through the process step-by-step, and allowing knowledge to be gained through the asking of deeper questions. This allows learners to question their own ideas and develop critical thinking techniques that will benefit them in future learning and study. According to Knox (1998 in Delić & Bećirović, 2016: 513), this draws the learner and teacher into an active, participatory process where neither is delineated into teacher or learner roles, achieving greater intimacy than would otherwise be possible. Rather than finding set or prescribed answers, the emphasis is on asking well-formed questions to investigate and discover the truth.

However, it should be mentioned that Plato’s focus on the ‘good life’ which exemplified one of higher income and prestige, is not necessarily good for all. Siegel et al. (2018), question whether what constitutes ‘the good life’ should be determined in advance or by the students themselves, and whether this impacts determination of curriculum content. While Dewey also wrote movingly on the good life, he differed from other philosophers who saw education as an enterprise with a specific goal (such as forming an ideal person or leading to a desired way of life). Dewey saw education as synonymous with growth, so the aim of education is more education (Noddings, 1995: 23-24). Students, according to Dewey (Noddings, 1995: 24), should be interested or capable of engaging in their own educational growth and set goals for their own learning. Indeed, an active and critical approach to learning, rather than rote learning, is one of the principles outlined in CAPS (DoE, 2011).

Perhaps one of the strongest advantages of the CAPS document is that it lays out the subject matter, not the teaching approach (Grussendorff et al., 2014: 39). While Dewey stresses the importance of continuity of experience, it can be argued that CAPS allows the learner to progress stage by stage through their educational journey. However, in reality, each learner is at a different stage of understanding, and teacher’s must take into account students’ prior and present experience in order to understand their future needs and guide them to a better grasp of the subject (Noddings, 1995: 26). Rather than absorbing vast quantities of material that they are not engaged with and losing interest, Dewey believed students should be engaged and actively participate. Thus, Dewey is associated with child-centered education.

For Dewey, the curriculum should teach subjects as a way of explaining human activity, solving social ills or creating connections. Rather than learning a strictly delineated subject by rote, each subject should be seen as a connected to a learner’s own experience (Noddings, 1995: 31). Schools, according to Dewey (Noddings, 1995: 32) should develop a community where thoughtful experimentation is encouraged, where learners work together, evaluating and sorting through possibilities to achieve a democratic outcome. In a country like South Africa, teaching democracy in the classroom would certainly be a way to address the political injustices of the past in order to create a more democratic future.

Noddings (1995: 81) relates constructivism in education to mathematics and science, where the premise is that all knowledge is constructed and cannot be passively received. Piaget was one of the strongest proponents of the constructivist, child-centered approach, appealing to educators who believed children must be active in own learning. He distinguished developmental learning (active learning that makes a lasting difference in how students approach problems and situations) from rote learning (passive, temporary and inadequate for future learning). While the child-centered approach emphasizes concepts such as multi-sensory and discovery learning, methods of inquiry and whole language learning as well as authentic learning environments, among others (Baker, 2011), few of these can be developed in the subject specific and fixed CAPS approach (Du Plessis 2013, in Du Plessis & Mbunyuza, 2014: 214). Similarly, Grussendorff et al. (2014: 17) finds that while CAPS allows for the development of cognitive ability through active learning, curriculum implementation seldom gives opportunities for development and practice of creative, analytic and synthesizing skills that would prepare the learner for the workplace and further education. Thus, the challenge lies not in the quality of the curriculum, but in its relevance and translation to the classroom.

A teacher can implement constructivist methods without being a constructivist. A teacher should actively encourage the engagement of students in establishing and pursuing their own learning objectives. Noddings (1995: 82) suggests using methods adapted from Piaget’s clinical approach, asking students to relate what they think, then follow up with prompts, challenges, variations and questions on the usefulness of the methods chosen. However, the teacher should not neglect the social aspects of learning, cautions Noddings (1995, 82). A child learns both individually and collaboratively, and through education, a child must develop healthier attitudes towards self, peers and their own learning (McNeil, 1985 in Brennan, 1999: 14).

Brennan (1999: 14) encourages teachers to see the classroom as a laboratory, where learners can test and verify ideas, solve problems and learn in an integrative way that emphasizes cooperative learning, active involvement, and freedom of thought and movement (Brennan, 1999: 14). Instead of focusing on content, the emphasis should be on the process. Much like Dewey posited, schools can become democratic and cooperative communities (Brennan, 1999: 14) that encourage learners to collaborate.

While the child-centered approach recognizes the value of the individual and ideally should meet the needs, experiences and interest of the child, the reality is that CAPS, like most international curriculums, must benefit the needs of many over one. Although Brennan (1999: 14) suggests that the curriculum should change along with the needs of learners, reflecting a fluid, dynamic and open-ended educational policy, the reality is that the curriculum policy in South Africa has to meet specific requirements – such as defining the proper ordering or sequencing of topics in the chosen subject, the time to be allocated to each topic, the lab work or excursions or projects that are appropriate for particular topics (Siegel et al., 2018) and this results in a certain rigidity of content.

In short, Grussendorff et al. (2014: 58) contends that under CAPS, learners are not in fact negotiators of meaning, but become the recipients of a body of pre-determined knowledge. With prescriptive learning activities, the teacher’s role is diminished and becomes more that of an implementer. This limits flexibility of design and implementation to the varying needs of learners (Umalasi (2014: 58). For the teacher in the South African classroom, vigilance and time are requirements that would allow a critical and active, learner-centered approach.

Since educational policy and curriculums are a challenge faced by countries all over the world, and teaching approaches can differ dramatically, educational philosophy is a valuable discussion, particularly when applied to the South African classroom. While all of the methods indicated by the four philosophers discussed can have some application in the classroom, it can be concluded that the rigidity and structure of teacher-centered CAPS can hamper the teacher’s creativity and in effect, limit the applicability of the learner-centered approach, particularly where the teacher is relatively inexperienced.

I believe an excellent teacher, first, has an effective faith in the future. Like the forester planting an oak seedling knowing he or she will in no way see the tree in all its glory, I comprehend I can also by no means see the fruits of my labors as teacher. My calling is to plant and nurture seeds that will develop and form tomorrow.

The desirable teacher knows and understands students, how they increase and learn. I recognize that students actively assemble and seriously change their own information based totally on past experiences and prior learning. I comprehend that college students do now not all learn in the identical way or at the same rate. I trust it is my duty as an instructor to be an effective diagnostician of students’ interests, abilities, and prior knowledge. I have to then layout studying experiences that will each task and allow every pupil to think and grow.

I accept as true with a correct teacher need to additionally recognize motivation and the consequences of peer interactions on learning. I choose all my college students to acquire at high levels, so I keep away from sorting them and placing them up to compete with each other. I comprehend most mastering happens through social interaction; therefore, I structure gaining knowledge of so that college students productively collaborate and cooperate with every other the widespread majority of category time.

The properly trainer have to be aware of her topics and how to help college students learn these subjects. I be aware of the exact instructor ought to have a deep perception of how information is created in the discipline, how it is equipped and how it is linked to different disciplines. I use my information of the self-discipline to expose my college students to modes of vital thinking, encouraging them to analyze, apply, synthesize, and evaluate all they study and hear. I love the subjects I teach, and I be aware of how to make them come alive for my students.

A properly teacher can’t commence or continue to inspire gaining knowledge of barring being a learner. The precise teacher has to continuously learn what is new in the discipline. In fact, the precise teacher regularly helps to create new knowledge. To live this belief, I need to consistently look at my educating methods and find new ones. To stay linked to my students, their lives and the schools in which they will exercise their professions, I have to be a pupil of society and the constantly changing worlds in which college students live. I eagerly and willingly examine from my students as they analyze with me.

I accept as true with a teacher is the most effective of role models. I am ever aware of the exquisite responsibility I have to ‘walk my talk’ with my students. If I ask them to live their values and beliefs, I ought to do the same. I count on the nice ‘of myself and others’ and, therefore, I generally get the best. I strive to deal with all human beings with dignity and respect, and I count on my college students to do so also.

Despite writing a teaching philosophy, I simply pick to think about mastering and helping others research as opposed to teaching. I consider many of us have come to receive a working definition that instructing capacity giving information, which I agree with is solely the opening of educating and clearly solely a small section of learning. When one gives information, it is so effortless to equate gaining knowledge of with the memorization of that information. Memorization is now not constantly studying because studying requires thinking. I am commencing to recognize that the teacher’s biggest present to the learner is assisting the learner be motivated to think, and then to desire to research more.

I consider in the electricity of questions and questioning techniques to motive thinking. I constantly strive to ask questions for which there are no ‘right’ answers. I constantly work to grow to be a better ‘questioner’ for the fantastic use of questions is the most powerful strategy a trainer has to assist students learn.

Finally, I accept as true with a teacher lives to serve. A teacher is devoted to learning, to his or her discipline, to his or her students, and to making the future the first-rate feasible area for all of us to live. These are the challenges I generic when I selected to be a teacher. I stay dedicated to them.

Throughout my years of attending public school, I have encountered so many different teaching philosophies and the perspectives of different levels of teachers, administration and staffing. You notice the older you get and the higher you go up into education you stop seeing teachers really caring about your educational well-being. By the time you get to high school you are just another number apart of a quota they are trying to make for a graduation rate. You may see a few who are truly trying to see you succeed but I haven’t witnessed many in my lifetime. Especially now being in college you are truly only counting on yourself. Professors aren’t too concerned if you pass or fail. Your adults you should be able to do for yourself. But that’s the thing some people aren’t able to do it on their own some have been carried all the way to college and now don’t know how get through school on their own.

My philosophy of teaching is that each child is unique and that they have a learning environment that will stimulate their growth emotionally, socially, physically and mentally. My ultimate desire is to create an environment where students want to come and learn for themselves not because it’s a requirement but because they want to. Back how Erasmus back in the Renaissance “human is capable of profound insight but also of great stupidity” (Ornstein, Levine, Gutek & Vocke, 2017). They have to want it for themselves. I would hope that with my philosophy that students would believe that I am genuine and not see me as being fake.

If you were to ask who are the leaders in a school, you will either get administrations, principles or teachers as your top answers. Teachers are the closest leaders to work with students, they demonstrate what leadership is supposed to look like. Teachers are supposed to be the positive change that will encourage students to do better and be better. We set the pace of how students will act in the educational environment. We have to empower students to want to learn as well as take their education into their own hands. We can show them how to be honest, to respect others and have integrity not only within themselves but showing others.

Even when the schools aren’t the most diverse teachers establish a respectful environment for a diverse population of students. When creating an educational environment, we want it to be an open space for all races, culture, gender or any minority. We have to be open to others and make them feel welcome. Sometimes it’s hard for those to learn in an environment they aren’t used to so we have to be able to adjust. We wouldn’t a nonexclusive environment being the falter of them not getting their education.

I couldn’t tell you how many times growing up I have had a teacher or professor try and teach me and they do not know what they are talking about. As teachers we must know the content we are speaking on and should be able to elaborate on the things we are teaching. But I also feel we shouldn’t elaborate like we are the smartest thing walking. We are humans and have things to learn as well but we should have the means to find out. Also talk about things that matter and are impacting our students today. Showing them that you are hip to what’s going on in the 21st century keeps you relevant as a teacher.

As a teacher, a lesson plan has to make sense not only for the grade you are teaching, but the type of students you are teaching. If you see you’re in a class of hands-on learners and you decide to just lecture to them, how are you reaching your students effectively. Putting your students in situations they aren’t used to is another job as a teacher. Make them work together and meet people they normally don’t talk to, have them working with technology or even situation where they have to do some critical thinking is a way you can facilitate learning. As Quintilian stated in his educational theory believed “certain individuals with the right disposition can be prepared as leaders through liberal and oratorical education” (Ornstein, Levine, Gutek & Vocke, 2017). Basically, as teachers if we were to prep our students, they will be able to do anything.

I always had the assumption that teachers are reflecting on the students when they are doing exams, midterms and their end of year assessments to see if they really have learned something. Teachers must reflect on their practice. When we reflect is shows us the mistakes we have made and allows us to grow from stuff in the past. I feel as a teacher we must track our student’s growth throughout the year to see what they are retaining, as well as see what I can do to better equip them from the final exams and life.

Overall, teachers are the true contributors to the academic success of students. We have the information to have a basis general knowledge to have a good paying job. But as teachers we would hope that our students shoot for higher and that we can be an aid to push them to their fullest potential. The teaching philosophy you teach by can either motivate or degrade a student’s learning passion. I would enact my teaching philosophy in my classroom is buy actually talking to my students about and explain to them the vision has for the class. Being honest with the new generation today is important because we can tell when professors are just feeding us lies. If we can have a common understanding then I think the time we have together can be effective as possible.

References

1. Ornstein, A. C., Levine, D. U., Gutek, G. L., & Vocke, D. E. (2017). Foundations of Education. Boston, MA: Cengage Learning.
2. Public Schools of North Carolina. (2013). North Carolina Professional Teaching Standarts.