Philosophy of Education - Philosophy of Education There comes a definite time in the life of every individual when a clear and conscious comprehension of identity must be established. A person must ask himself who he is, what his personal strengths are, and what path he wishes to pursue in order to shape his future and procure his dreams. I recently found myself at such a crossroads, and I faced the decision with much ambivalence. I was influenced by my high school peers and instructors to do something “incredible” with my promising life – to pursue medical school or law school. [tags: Philosophy of Teaching Statement Essays] 1030 words My Philosophy of Education - Becoming a teacher was not something I always knew I wanted. As I approached an age where I really started considering what I would like to do for a career I only knew that I did not want to work in an office behind a desk all day. I wanted a job that would be interactive, challenging and exciting. I also knew I wanted a job that would be important and would somehow contribute to the world in an important way. I thought being a teacher; particularly a teacher in the primary levels would fulfill those hopes and goals assuming I dedicate myself to becoming an effective teacher who has a positive influence on the lives of my students. [tags: Philosophy, Education, ] 1300 words 462 words Philosophy of Education - Philosophy of Education I spent some time looking back upon my time in elementary, junior high and high school and thinking about all of my favorite teachers, and what exactly made them such outstanding, inspiring educators. I came to several conclusions. A good teacher is one who can not only show a student how to add four and seven, but also help them see why it is important for them to know how to do so. A good teacher is one who can explain to a child the process of photosynthesis while at the same time instilling an appreciation for the beauty of a flower. [tags: Philosophy of Teaching Statement] 856 words Statement of Philosophy of Education - Statement of Philosophy of Education My philosophy of teaching and education in general is very broad at this stage in my career. I am sure that as I teach in future years, my philosophy of teaching will change as I gain experience. As for now though, the following paper will describe the way I feel about teaching, learning and education in general. First, I view learning as a journey the students take throughout their school careers and throughout life. I feel that on this journey, teachers are placed in the position to help guide these students to their destination, or at least help them on their way. [tags: My Philosophy of Education] My Philosophy of Education - Philosophy of Education According to Webster’s Dictionary, “A teacher is a person who teaches especially for a living.” This definition though is not entirely true about a teacher. As a teacher not only do you teach students, but teachers are parents good review essay topics, social workers, nurses, and even friends. A good teacher should be able to play all of these roles and will be successful throughout their teaching career. I attended public schools, so I got the good, the bad, and the ugly of every kind of teacher one could possibly have. [tags: Philosophy on Education Statement] 1199 words 1478 words 1044 words My Philosophy of a Constructivist Mathematics Education - “Understanding is a measure of the quality and quantity of connections that a new idea has with existing ideas. The greater the number of connections to a network of ideas, the better the understanding (Van de Walle, 2007, p.27).” My philosophy of a constructivist mathematics education At what point does a student, in all intents and purposes, experience something mathematical. Does it symbolise a student that can remember a formula, write down symbols, see a pattern or solve a problem. I believe in enriching and empowering a student’s mathematical experience that fundamentally stems from a Piagetian genetic epistemological constructivist model. [tags: Education ] Education Philosophy - TEvery child is unique and has the potential to learn. A teacher’s personal education philosophy creates a path for his/her approach to help students meet their fullest potential by believing in them as capable individuals. My genuine interest in children motivated me to pursue not only a career in education but a commitment to life long learning. I believe that it is a teacher’s responsibility to promote self esteem and guiding the students in their learning path by providing education in an environment that is safe, supportive, and inviting. [tags: special Education] 1061 words 686 words Philosophy of Education - Philosophy of Education My philosophy of education would include a classroom that supports creativity and gives students an opportunity to explore the world in the confines of four walls. Knowledge results from countless experiences and interactions throughout an individual’s lifetime. I believe the purpose of education is to allow students to discover who they are through exploring who has come before them, and what is possible for them in the future. Formal education should provide students with more than a foundation in basic disciplines. [tags: Philosophy on Teaching Educational Essays] Philosophy of Education - Philosophy of Education I am twenty-eight years old, and have only decided to become a teacher within the past two years. I have always wanted to help people in some way, yet I was not sure of what area or angle to go with my humanitarian instincts. While at University, two of my professors would continually express their feelings on what an impact I would make as a teacher. This planted the seed. I later became pregnant with and gave birth to my daughter. When you are pregnant and have children you have many worries and anxieties, including the stress of who will be caring for and teaching your child. [tags: Philosophy of Education Statement Teachers Essays] 412 words 819 words 2235 words My Philosophy of Education - Philosophy on Education In the beginning there were students. the students learned what they were to do and what not to do. It continued on and on and still to this day we have students who are told what to do and not to do. They are told how to act, how to make decisions on their own, and how to make something of themselves. The student is taught that they need to learn so that they know more and to survive in today's society because most everyone today needs a good education. The student is taught in ways they will learn. [tags: Philosophy on Education Statement Teaching Essays] My Philosophy of Education - My Philosophy of Education As I start to write this paper, I begin to think of the reasons why I want to become a teacher. The most important reason is my love for children. When I was little, I always dreamed about being a teacher and I would always pretend to be teaching a classroom. As I grew older, I knew I wanted to be in a field that involved interaction with people. I soon began to work at a local gymnastics center where I became a coach for children form ages two to seventeen. At my work, even through the bad experiences, I could not help but love and want to help those kids even more. [tags: Philosophy of Education Statement Teaching Essays] 1015 words 1250 words My Personal Philosophy of Education - Abstract The main goal of education is to prepare individuals to be contributing citizens of our society and to help them reach their true potential. Education provides the foundation that enables students to be successful lifelong learners that thrive in society. While schools are the catalyst for the dissemination of education, it is a successful partnership between schools, government family and community that ensures the ultimate success of education. A clear focus on educating all students despite their diverse needs and differentiated instruction are essential. [tags: teaching, educational philosophy] Philosophy of Education - Philosophy of Education Without education people would be lost. Education gives a student the knowledge to survive in a demanding world. It also helps a student grow as an individual. Students need to be motivated to learn by the teacher in the classroom. Motivation can come in different forms and depends on the age of the students. A teacher has many rewarding experiences in the classroom. My goal is to get students interested in learning. Teachers need to make sure that they do not discriminate in their classrooms. [tags: Philosophy of Teaching Statement] My Goals and Philosophy of Education - My Goals and Philosophy of Education I have always leaned toward the profession of education. I feel that a career in education has much to offer, both personally and professionally. The idea of any other career has never been a question; as a child, and now as an adult, I have always known that my interest lay in teaching. As a child, I would play pretend being a teacher. I had a room full of students who were given assignments and instruction. Also like many students, I had a positive experience with a 5th grade teacher that meant much to me. [tags: Philosophy Education Teaching] 1678 words My Personal Philosophy of Special Education - My personal philosophy of special education drives not from teaching in the field, but from, observations, and personal experience, and the workshops I attended. I have had the opportunity to work with individuals with special needs in many different settings, all this help cultivate my knowledge in handling the needs of the special needed student. Special needs students have the ability to learn, to function resume writing new york city, to grow, and most importantly to succeed. The difference comes into how they learn or how they need to be taught. [tags: Special Education Philosophy ] Philosophy of Education - According to my knowledge the word "philosophy" is the study and understanding of knowledge in relevance to studying the wisdom of the universe. The word "education" is the act of developed knowledge. When put together the phrase, "philosophy of education," has extremely deep meaning within the context of knowledge. Therefore, before I can accurately state my position on the issue, I must examine my past, present and future experiences with knowledge. My view on education and my experience with knowledge was very sheltered until I came to Ball State University. [tags: Philosophy of Teaching Statement] 1308 words My Philosophy of Education - My philosophy of education is to get the students excited about what they are learning and to create a positive learning environment. I also want to be able to invoke question, analysis, and problem solving skills. Education and the educator shape the students into future adults. I want to have a hands-on experience as well as lecture and academic book work for the student. I realize that testing may not always be the perfect way to evaluate the students and that minor adjustments to evaluate each student might be necessary. [tags: philosophies of education, teachers, ] 1736 words 532 words My Personal Philosophy of Education - Philosophy of Education My philosophy of education is almost wholly derived from my own experiences as a student. I have always had a love of learning, but have not exactly felt the same way about school, in part because I was bored with the classes and material. My teaching methods and views of learning reflect the idea I have of how I would have liked my teachers to teach. Major philosophical approaches: My interest in teaching stems from my belief that teachers can have an incredible amount of influence over the life of their students, and with this privilege comes a great deal of responsibility to the student. [tags: Philosophy of Education] 1577 words My Philosophy of Education - My Philosophy of Education As a young child I always looked forward to family gatherings. I was one of twenty grandchildren on my dad's side of the family, and one in seven on my mom's side, so there were always lots of children around. But it wasn't the children in my own age group or older that I wanted to be around full thesis on education, it was the babies and one's younger than myself that I wanted to spend time with. I decided in middle school, that I would be a teacher. I feel that I can understand children and their needs and have the patience and desire needed to teach. [tags: Teaching Education Philosophy] My Philosophy of Education - Philosophy of Education The field of teaching is one of undoubted complexity that has questioned the nature of students, knowledge, and education since the beginning of time. Due to the dynamic and controversial quality of this area, it is necessary for a prospective teacher to develop his or her personal philosophy of education, whether it is a hodge-podge of several standard examples or one clear viewpoint. My own philosophy derives from a little bit of each of the five basic philosophies with essentialism marginally coming on top and existentialism representing the least of my teaching attitudes. [tags: Philosophy on Education Statement] 1875 words My Personal Philosophy of Education - Personal Philosophy of Education I would not be considered your typical college student in search of an education degree. I am a 31 year old male, married, with two children, and working on my second career. My previous life consisted of working in the coal mines till I was injured. My injury, however, is considered a blessing in disguise. My injury has leaded me to the world of education. I have seen first hand the difference an educator can make in the life of a child; the child was my own son. [tags: Philosophy of Education] 920 words Philosophy of Education Statement - Philosophy of Education Statement If you do not make a difference, then what have you made. This question has guided me in my pursuit of life, not simply my pursuit of a career. Visualize a typical drug dealer making his way on the addictions of others. Imagine sitting down with him and discussing his life, his past, his hopes and dreams, and how he got to the point where he is at. More than likely, you will have to adapt to his lingo, the broken English of the streets. What would his story hold. [tags: Philosophy on Education Statement] Philosophy of Education - Philosophy of Education Most of the teachers that have taught me in my time as a student have come across as positive role models to their students. When I look back at my experiences with those teachers, I want to be like them. I want to help my students just like those teachers have helped me. Those teachers that made a positive impression on me are the reason I want to be a teacher. Those teachers that I look back on played a huge part in developing the human being that I am today. I want to be able to play that same part in the development of other people. [tags: Philosophy of Teaching Educational Essays] 1800 words 573 words 1483 words 1663 words Philosophy and Education - In this assignment I will look at the relationship between the foundational disciplines, which are history, philosophy, psychology and sociology, and education and see how they fit in with contemporary society. I will mainly look at how philosophy has made education what it is today and how philosophers would change education to make it better in their opinion. According to the American Sociological Association (ASA) sociology is the study of social life, social change, and social causes and consequences of human behaviour. [tags: Education Schooling] My Philosophy of Education - My Philosophy of Education TEACHER ROLES: I believe that the teacher of elementary students has many roles. I will sometimes be a facilitator-guide, sometimes a supportive, nurturing mother-like figure, and sometimes a sage who imparts knowledge. I will encourage my students to become more self-aware and self-managing. I believe that elementary school teachers must focus significant classroom time on the acquisition of social and community skills such as mutual respect essays competition, cooperation, friendship-building skills, and kindness. [tags: Philosophy of Education Teaching Teachers Essays] My Philosophy on Education - Hopes, Goals, and Dreams - My Philosophy on Education - Hopes, Goals, and Dreams When I was sixteen I started working with children from low socioeconomic backgrounds at a Family Resource Center. Everyday I saw how many of the children got overlooked at home and at school. This experience was critical in my decision to become a teacher because I know that I will always go the extra mile with each and every child. All children have lots of potential and need to be able to express it in some form whether it is with creative writing, making maps or building a model. [tags: Teaching Philosophy Education] 747 words Philosophy of Education - Philosophy of Education Webster defines philosophy as a critical study of fundamental beliefs and the grounds for them. In this philosophy, I will be talking about the three great philosophers: Socrates, Plato, and Aristotle. These three philosophers represent the birthplace of Western philosophy. Socrates, which is synonymous with wisdom and the philosophical life, was a teacher without a school. His goal was to help others find the truths that lie within their own minds. He helped his students reach deeper, clearer ideas by questioning, disproving, and testing the thoughts of his pupils. [tags: Philosophy of Teaching Statement] Personal growth is accomplished when a teacher adopts a mentoring role. Displaying warmth and compassion shows students that teachers love them and are empathic, feeling human beings. One-on-one mentoring involves personal conversations about goals, and taking time to share ideas and experiences. To be a mentor to every student, a teacher must project positivity examples of writing essays in english, exhibit flexibility and confidence, set high expectations for oneself, and demonstrate fairness and consistency. In doing so atmosphere essay, students can see appropriate adult behaviors first-hand and begin to emulate them as they mature. I believe that all children have the ability to learn and the right to a quality education. All youths, regardless of gender, race, ethnicity, and capabilities should have the opportunity to learn from professional, well-informed teachers who are sophisticated and knowledgeable, both in their area of expertise and life. Certainly, every child has different learning styles and aptitudes; however, by having a personal relationship with every student do we need to write, a teacher can give each an equal chance of success. By recognizing every student's potential and having separate, individual goals for each, a teacher can accommodate personal needs and abilities and encourage the pursuit of academic aspirations. More recently, in our TE 870 class, power struggles between students and even between the professor and students became evident. Large class discussions, for example tended to be dominated by very few students, and more than once I heard people outside of class complaining about a discomfort or a lack of power in the class. In my view cover letter for resumes free, we all have equal power potential, but we choose to give that power away because we either fear reprisal or criticism. Still, even here, where we are all teachers and colleagues, the sense of different power levels was experienced, and students seemed to quickly adjust to their roles as either more, or less powerful instead of trying to affect change in the structure of the class system. The fact that our discussions centered on the issue of "Power and School Reform," gave the tone of the class an ironic twist in my mind. Our professor’s power held us to the set curriculum agenda he had planned regardless of our discontent. We, the students, adjusted to it by either complying or refusing to participate actively. Power struggles in the classroom are not rare. Indeed they are forged daily by the teachers and students, and being a student helped me see that regardless of age or status, questioning those that are above us in power (whether real or perceived) is a very difficult process that most of us shy away from. So, what do these personal lessons as a student in the MSU program mean to me in my classroom? Certainly, experiencing issues of power as a student makes me question how I come across to my students in my classroom as the holder of power (Teacher Power paper). Granted introduction to creative writing, I have experimented with the idea of the democratic classroom with the issue of food, and also with the practice of letting the kids decide the scale of grading for the year after a class discussion. Still, I know I have a tendency to want to control the outcomes in my classroom greatly. Other than the obvious pressures that I feel from the administration or other colleagues to follow a set school agenda, I realized that I am afraid of giving up too much power because there are definite ideas that I would like my students to “learn” in the class. I do not think this tendency to be unique, but I do think it is in the end deleterious to true learning and therefore empowerment of the student in my classroom. I know that my curriculum is mine. not the students'. Lessons are forced on them even if they are given small choices within that curriculum. Perhaps, the students become too aware of what my agenda is, and are less likely to truly open up in discussions. That is not an outcome I want to perpetuate in my class, so I strive to constantly be aware of my tendency to hold too much power in class, and let the students take more control of their own outcomes. This coming year I will be conducting an action research projec t in which I will give more autonomy to my students in discussions and activities to ascertain whether my Immigration Unit actually affects any changes in their perceptions of immigration. My hope at this point is to see them more interested in their own ideas and in developing those ideas to the best of their abilities because they see the intrinsic value in doing so, not because it is dictated to them. Going back to the Matrix example I spoke of earlier, the question of what is the value of affecting critical thinking in myself or my students (of taking the pill of questioning), becomes an important moral question for me. We have all heard the phrase: “Ignorance is bliss,” and when I look at the difficult experiences I have gone through by questioning my assumptions and my beliefs, I sometimes wonder whether there is not a grain of truth in that phrase. Certainly, not being aware of my prejudices and actions which may harm others may mean that I would not worry about such matters, and would go about my daily life with ease. Perhaps if I lived somewhere in the past, in a place where all that was expected of me was to get up, cook meals and pray for good weather that might be possible (again, assumption!), but the fact is that I do not live such a life and neither do my students. I am a part of the modern world, a world that is full of complications, injustice, environmental degradation and interconnections that are increasingly affecting all of us regardless of where in the world we live, what our daily life is or what our economic circumstances are. It seems to me that it is no longer a choice of "to be a part of the system that we live in or not", but rather it is a choice of "how we want to live in the system of which we are a part." Many times in my classes I have seen the pain my students go through with the lessons we have (looking at present day slavery, examining our responsibilities in environmental degradation, etc). Still, I feel that it is my responsibility to open up questions, possibilities and doubts through which students can begin to not only be empowered to analyze their society, but more importantly gain the necessary tools to affect change in the future. Since my first political science class at Smith College get help with writing a book, I have been fascinated with issues of politics, philosophies about human nature, and questions regarding the individual's role in society. Before becoming a teacher, my dream had been to work either for the United Nations or to become a diplomat. Not having the economic resources to attend the American University’s International Relations Graduate Program to which I was accepted and being disillusioned with the political status quo in Washington D.C. after a summer of working for my congressman examples of outlines for persuasive essays, I decided to explore other career paths away from politics. After a very unrewarding one and a half years spent in glorified secretarial positions in corporate America, I decided to make a change and enter the undiscovered world of education by teaching ESL in Japan (Statement of Purpose Paper ). Seven years later I found myself in Valbonne, France learning for the first time in my “career” as a teacher about the theory and practice behind teaching. I was asked to examine the meanings behind my actions, the explanations and justifications of those activities I had learn by trial and error in the classroom. Many ideas and realizations surprised me. First, I was very glad to actively think about the kind of teacher that I wanted to be. In my classes I had been judging my own teaching by my standards, but it was very refreshing and powerful for me to realize from where these seemingly intangible but essential ideas about what was right or wrong practice came. I realized that my own teachers had affected my perceptions and attitudes about learning greatly. The story of how Mr. Zigrozi’s help and belief in me came to mind as I tried to think of what makes a teacher “good”; to help and believe in your students regardless of how they stand in the class. I realized that my passion for the environment and the criticisms I had for how we were treating our world came straight from my environmental politics class at Smith years earlier. Even more important, I realized that the very idea I have that students are responsible for their own learning came from this class, and others. and that my belief in empowering the students to learn for themselves as an integral part of learning came from my own positive experience in these classes as well. But, what does it mean to empower the students? What does an empowered student look like? How does empowering the student help her reach success? These questions began to weigh heavily on my mind, and continue to be a primary focus of my own learning process. My TE811 class presented me with the first serious philosophical dilemmas between my own views on student (and teacher) empowerment and the realities in many of our school systems. My paper on our reading of Dr. N.C. Burbules’: “Postmodern Doubt and Philosophy of Education” helped me understand the difference between being able to question and being able to affect change. Although Burbules argues that we can be post-modernist educators by questioning and inviting others to question, as I mentioned in my paper, that is just the beginning of the process. I came to believe that simply encouraging students to question the systems in which they live, does not completely empower them because the crucial outcome of affecting change as a result of their questioning and participating in a democratic process continues to be denied by those that hold power over them in school and society. Teachers as well as students must be ready to affect change for the ideas that they feel strongly about in the school setting, and the school must present a real opportunity for them to do so. Giving students the hunger to question without providing them with the chances and responsibilities that come with affecting change denies them real empowerment in the political sense. Montessori educational theory would support the theory of possibility thinking. Therefore, the type of environment that I would provide, regardless of the age of the student, would be one that allows for a highly conceptual approach to learning by the student. This would entail a stripping of the typical ideas that are associated with a structured classroom, such as rows of desks, industrial colored walls, poor lighting, and institutional feel. This is the type of classroom I would structure in terms of teaching style and 'freedom with limit' idea borrowed from Montessori, informed by progressivist educational thought. Dewey wrote that the experiences of the self are informed by previous experiences of the self. This can be interpreted in a holistic fashion; what has gone before in terms of learning, determines the 'how' of future learning practices. A positive early learning experience provides the foundation for the development of an engaged learner throughout a student's academic life. Also, the environmental experiences outside of the academic environment, such as home life and social life, shape the perceptions of the world that the student brings to the classroom. The teacher has to be able to identify students who are at risk of not engaging and determine how to build trust and a desire for learning and knowledge in the student's perception. Therefore, the responsibility of providing early childhood education in terms of academics is the eduators; the role of providing a nurturing environment where the child can flourish and grow is the responsibility of the child's home care providers (parents, family, guardians). This can be a very difficult thing to accomplish, yet through understanding how students learn from an educational progressivism perspective and human development theory, the teacher has more tools to utilize in terms of pedagogical understanding in creating conducive learning environments.
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