Reflecting on the different principles of my personal philosophy as an educator, it revolves around the manifestations and actions that is in-line with student needs in enhancing competency, achievement, and understanding of the principles associated in a specific discipline.

To effectively guide myself in the process, I also have to take into consideration the parameters that determine the creation of this philosophy and how it can be manifested in actual practice as an educator. Especially this time that the current environment depicts the need for rethinking policies of public education and increasing risks that influences students, it is necessary for teachers to take a stand and actively combat these factors (OCRE, 2007).

Understanding student culture is one important element that can shape my personal philosophy as an educator. With the current trends that are happening within the realm of education such as diversity and increased connectedness, teachers must realize the significance of culture as a binding force that cultivates the process of involvement and cooperation. However, this action cannot be easily realized.

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These symbols and different values can either create conflict or increased cooperation. The challenge remains rooted on exploring the possibilities that can be used to depict these two outcomes.

Furthermore, it is essential that one understand that subgroups consist of smaller groups that, in addition to sharing the values and traditions of the culture have traditions, and values, and language unique to the members of their group. “No individuals have exactly the same understanding of it in all respects” (Goodenough, 1981, p. 97).

This subjectivity in disciplines helps us rethink of what approaches can be used to bridge together these varied opinions and actively coincide with mandated rules and content provided by the curriculum. That is why experiences play an active role in recognizing student culture.

“Out of his own experience as each individual develops his private, subjective view of the world and of its contents his personal outlook” (Goodenough, 1981, p. 111). Such can help educators correlate topics that can influence competency and learning.

It is through this process that I see the need to develop a philosophy that acknowledges and embraces culture. As an educator, I must be dynamic in creating active scenarios wherein I can learn the significant elements fostering culture and seek to find ways to reach out to these subjective preferences.

Though such process can be burdensome at first, it can help solidify my approach in facilitating and creating new ways to learn inside the classroom while at the same time being sensitive about their respective value-sets and ideals.

Instruction and active learning is another significant element that influences my educational philosophy. This approach looks into the capability of teachers to actively instill motivation and drive to learn the topic discussed.

These are rooted on the ability to portray institutional goals and objectives that is provided by the curriculum. However, the main challenge is actively catering instruction on the capability of each learner. Since there are various factors that can affect this process, it is essential that educators look into ways to revitalize and reinvent methods that can make lessons favorable for all.

In addressing this, the idea remains to be embedded on the ability of teachers to communicate and interact with their students. John Dewey, a pragmatist, believed and advocated that students continuously need interaction to cope with the challenges of education.

Realizing this facet, I must continue to find ways of reinforcing my capability to interact with students to maximize their ability to appreciate and extract information. Such idea can help education progress in dynamic and holistic manner.

It is in here that the approach of progressive educators becomes feasible. These involve “(1) Stimulating children’s growth and development through activities that encourage initiative, creativity, and self-expression. (2) An experience-referenced curriculum that features activities, process learning, inquiry, and problem solving. (3) Collaborative learning that features group cooperation.

Teachers who act as facilitators of learning rather than a task masters and, (5) Education that is multifunctional and geared to the whole child-emotionally, physically, socially, and intellectually-rather than exclusively academic” (Gutek, 2004, p. 300).

Providing effective and fair assessments are also significant in shaping my personal philosophy. Under this facet, this is relevant in my practice because it can help determine whether or not students acquire the necessary information provided and develop insights of how to improve instruction. Due to this, I must be cautious in creating assessments and actively align them with standards provided by the school.

Likewise, on the part of students, I must also remain creative to consistently increase participation and appreciation in assessments. More often than not, students see this process to be difficult, strenuous and stressful. However, as an educator I have a role of ensuring that these ideas be changed. The actions committed must focus less on transmitting information but rather necessitate areas wherein students can gain new skills, thinking and activities that can develop their values (McKinney, 2009).

Having the ability to become a leader and a forerunner of student needs is also another aspect of my philosophy. Under this process, since I am responsible for ensuring that students can the most out the classroom, I must foster increased avenues wherein they can be immersed into different experiences; shaping and honing their individual capabilities (Kossof, 1997).

I must not only take part on the provided tasks and goals on my part but also make sure to go beyond these prescribed objectives and seek to understand how these set of actions can be manifested in a classroom setup and strengthen facilitation and teaching (Kouzes, 1987)

Doing this requires the dedication and resilience of educators in combating and addressing the hurdles impeding effective classroom instruction. Despite the increasing challenges brought about by diversity and other forms of problems such as inequality, inclusion, etc, it is essential that educators take a stand in honing new strategies and taking the lead role in making these ideas a possibility (National Commission on Teaching & Americas Future, 1999). It is in here that I must function as a listener and facilitator of student needs.

I should actively participate in discussions and forums that seek to enlighten and improve ways of my practice. “Through their participation in a professional learning community, teachers become more effective, and student outcomes increase – a goal upon which we can all agree” (Hord, 1997).

Enhancing student support and professional development are also relevant facets to consider in generating improved outcomes for students. The first idea revolves around making sure that each student can have the capability to acquire information.

This can help make educational institutions responsive on different problem areas by offering each one the ability to cope up with the challenges of education (Fullan, 1982).

Also, such actions can help ease the burden of teachers in addressing multiple tasks and responsibilities. By setting up a support system for students, it can allow both the facilitation of new strategies in teaching and foster new ways to generate feedback on the effectiveness of the current curriculum and system (Rossman, 1988).

On the other hand, professional development is also an important component among educators because it can help improve on ways educators provide information to students. Keeping each one updated about new rules and standards in teaching can solidify the aim of being adaptive and responsive to the needs of students in the current times (Reed, 2000).

Likewise, advocating this objective can also spell increased satisfaction and fulfillment among educators. Having the ability to expand and increase competency can be supplemental in increasing motivation and create the expertise to formulate new and better strategies in interacting and teachings students.

Lastly, partnerships with schools, family, and communities are also influential in shaping and understanding the needs of students in the classroom. Having a good idea of how these actors can contribute insights to overall practice and some relevant issues such as diversity and inclusion can be vital in expanding the horizons of each educator as far as opinions and ideals are concerned (McKinney, 2009).

This opens up communication and cooperation among members that helps increase the likelihood of success and support among students. It is through the contribution of these ideas that students can progress and grow in a more holistic fashion and become experts in their own respective fields.

To conclude, these elements create the active parameters for my personal philosophy. It is through these factors that I must align my values and objectives in teaching to help me become dynamic to changes. Such actions can not only implore on the changing perspectives in education at the 21st century but also seek to convey a teaching practice that is accountable and responsible in nature.

I deem that this is my way to transcend over the conventional practice of education towards harnessing a classroom that caters appreciation and increased competency in their respective fields of expertise.

References

Fullan, M. (1982). The meaning of educational change. New York: Teachers College Press. Goodenough, W. H. (1981). Culture, language, and society. Menlo Park, CA:

Benjamin/Cummings.
Hord, H. M. (1997). Professional Learning Communities: What Are They and Why Are They

Important?: Issues About Change, Volume 6, Number 1. Retrieved July10, 2009 from

http://www.sedl.org/change/issues/issues61.html
Kossoff, L. (1997). From Manager to Leader. Retrieved July 17, 2009 from

http://management.about.com/od/leadership/a/FromMgr2Ldr05_2.htm
Kouzes, James M. & Posner, Barry Z. (1987). The Leadership Challenge. San Francisco: Jossey-

Bass.
McKinney, K. (2009). Active learning. Retrieved July, 16, 2009 from

http://www.cat.ilstu.edu/additional/tips/newActive.php
National Commission on Teaching & Americas Future. (1996). What Matters Most: Teaching

for Americas Future retrieved July 16, 2009 from

http://www.nctaf.org/documents/WhatMattersMost.pdf
OCRE (2007) Meth Epidemic Moves from Rural Places to Cities. Retrieved July 23, 2009 from

http://www.ruralschools.org/news/survey.html

Reed, R., Johnson, T. (2000) Philosophical documents in education. Addison Wesley Longman,

Inc. Second edition 2000.
Rossman, G. B., Corbett, H. D., & Firestone, W. A. (1988). Change and effectiveness in schools:

Rossman, G. B., Corbett, H. D., & Firestone, W. A. (1988). Change and effectiveness in schools:

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