Running Head: BEGINNING PHILOSOPHIES OF EDUCATION STATEMENT
Beginning Philosophies of Education Statement
Andrew M. Loera
Introduction to Education
5100: 200, 701
Fall 2010
Dianna Pindell
November 5th, 2010
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Introduction
Teaching has long been a profession of my family. My great grandfather, grandfather,
grandmother, great aunt, and my mother have all been educators. I feel that through my
experiences growing up around these individuals I have been able to gain an extremely accurate
concept of what an exceptional teacher is. I believe that teaching is a profession that gives a
person the ability to help many students throughout a career, and that is exactly what I want to
do: help. When I was in elementary school my grandmother was my principal and my mother
was a teacher in the same building. Needless to say, I was on a short leash. During my time in
elementary school I began to see that being a teacher meant more than teaching students. It
meant becoming involved in the community, meeting new families, and working together to
reach goals. At this time in my life I was able to experience school from a student’s perspective
while also experience school from a teacher and principal’s perspective. This allowed me to gain
a better understanding of the education system as I grew older, and I think it is what ultimately
made me want to become an educator.
I want to give students the best opportunity possible to excel and become successful
contributing members of society. I will do this by adhering to Ohio standards for the profession
of teaching, developing a well-rounded teaching philosophy, respecting diversity within the
classroom, and exploring the purposes of schooling in a democratic society.
Standards for Teaching
As a new teacher in Ohio I must strive to address every Ohio teacher standard, but in
reality there will be standards which I will excel at and standards that will be points of growth for
me. There will also be standards that I must more readily address than others. Some standards
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may appeal to me more than others, which is not to say that one standard is more important than
another.
I believe I will be readily addressing the standard: “Teachers understand and use varied
assessments to inform instruction, evaluate and ensure student learning” (Ohio Department of
Education, 2010 [ODE]). This standard must be readily addressed because as a new teacher I
must assess my students’ knowledge of the subject I will be teaching. I must motivate my
students to succeed and achieve their full potential through goal setting and modified instruction.
I can do this by asking my students to set goals before they take tests in order to motivate them to
achieve high grades.
I will also be readily addressing the standard: “Teachers plan and deliver effective
instruction that advances the learning of each individual student.” (ODE, 2010) This standard
must be addressed readily due to its direct effect on students. To me the standard means, a
teacher must articulate exactly what is expected of the students and use skills and technology to
make sure every student is learning. This can be done by providing students with rubrics for
projects that I assign to the class.
There are a couple standards that appeal to me and I feel I will be accomplished in. First,
“teachers understand student learning and development, and respect the diversity of the students
they teach” (ODE, 2010). This standard is appealing to me because often times there is a diverse
group of students in the class and students can learn from one another, whether it be diverse
cultures, language, skills, or experiences. As a teacher, I must know my students in order to
identify with them and also determine students’ behavior and learning patterns. Second,
“teachers know and understand the content area for which they have instructional responsibility”
(ODE, 2010). I feel this standard is one which I would also be readily addressing. Teachers must
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know their content for what they teach, and I happen to really love the content I will be teaching.
Through my compassion for my content area I will be motivated to use strategies and skill
developed specifically from my content area. I will have no problem connecting content to
relevant life experiences.
As a new teacher there will be specific areas that I will be especially new to, such as
classroom management and administration communication. This leads me to believe points of
growth will be necessary for me for the standard: “teachers create learning environments that
promote high levels of learning and achievement for all students” (ODE, 2010). I do not believe
that I will not be able to achieve this standard, but I think the only way to achieve this standard is
through practice. No new teacher is going to walk into a classroom and create an optimum
learning environment. It will take some trial and error to become an outstanding classroom
manager.
The next standard which I believe will be a point of growth for me as a new educator is
“Teachers collaborate and communicate with students, parents, and other educators,
administrators, and the community to support student learning” (ODE, 2010). I will strive to
communicate and collaborate with students, parents, and other educators and administrators, but
like becoming a good classroom manager, this too will take practice. I will collaborate and
communicate with all, but I need to determine the best ways to do that. Whether it means calling
parents, sending newsletters, emailing administrators, conferencing, I will attain this teaching
standard.
I will continue to reflect on my professional practice to ensure personal growth toward
academic excellence by achieving the Ohio teaching standard “Teachers assume responsibility
for professional growth, performance and involvement as an individual and as a member of a
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learning community” (ODE, 2010). I will consistently take advantage of opportunities to
positively impact teaching quality, student achievement, and school improvements. As a teacher
I will become a lifelong learner and a member of the community of learners. One of the most
important aspects of being a teacher is reflection. I will reflect upon my teaching techniques and
how effective they are for teaching my students.
Through hard work, dedication and compassion for teaching I believe I will become a
successful teacher. I will achieve all of Ohio’s teaching standards; some standards will be more
readily addressed and some standards will be points of growth for me.
Instructional Philosophy
In order to be an effective educator a teacher must first understand the five major
philosophies of education; Essentialism, Perennialism, Progressivism, Social Reconstructionism,
and Existentialism. I believe that a teacher must use a mixture of all of the philosophies of
education to reach all of the students in any particular class. The philosophies that appeal most
to me are Essentialism and Progressivism. As a result, I will most likely use these two
philosophies the most (Sadker, Sadker & Zittleman, 2008).
Essentialism is a teacher-centered philosophy according to, “Teachers, Schools, and
Society” 8th edition Ohio. The focus is on the teacher transmitting knowledge, information, and
skills to students with an emphasis on discipline. Essentialists tend to teach in a traditional way
incorporating essential skills. These teachers promote character development, reasoning,
patriotism, and academic knowledge (Sadker, 2008).
Progressivism, however, is a student-centered philosophy which focuses more on
individual needs and contemporary relevance. A progressive teacher will use real-world
experiences of students and finds meaning for students to learn content (Sadker, 2008).
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At times these philosophies contradict each other, but I feel that each have certain aspects
that positively contribute in student learning and achievement. For example, based on my
philosophy of Essentialism, most of the time I will be conducting the direct teaching model.
This strategy is centered around structured lessons conducted by the teacher in order to pass
knowledge to students through teacher guided practice and feedback. This strategy also focuses
on making sure that a high percentage of students understand the content, through guided
practice and reviews, before moving forward (Sadker, 2008).
Another teaching strategy that I will undoubtedly use based on the second strategy that
appeals to me is “problem-based learning”. This progressive strategy addresses the real-world
implications and associations with content being taught. In other words, it helps students to see
the reason why something is being taught. Problem based learning helps students to learn
cooperation and higher order thinking, while incorporating different subjects into problem
solving (Sadker, 2008).
Based on the University of Akron, College of Education I would use knowledge and
technology is various ways to address student learning. As a professional educator I will use the
knowledge I have received from the University of Akron, my own personal studies, and my life
experiences to teach my students. The knowledge I am referring to is not only factually based
knowledge of my content area, but also teaching techniques and organizational skills that lead to
successful courses in which I will teach (College of Education, 2010).
Technology is what drives our world forward. As a professional educator, without the use
of technology in the classroom I would be placing my students at a disadvantage. Technology
can help bring information into the classroom faster and therefore more accurately. As a
professional educator I will use various forms and the latest technology available to me to help
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teach my students not only my content, but also about the technology being used at the time. I
will assign projects that incorporate the use of technology such as the internet, Microsoft Office,
libraries, and internet databases to teach proper research skills and use of technology. Assistive
technology in the classroom will help students with disabilities learn more efficiently (College of
Education, 2010).
Diversity of Learners
Diversity has become an important aspect of teaching due to the fact that educators have
better access to accurate information and the sheer fact that the world is becoming smaller every
minute, and the chances of having a culturally diverse classroom are increasing. Students who
are part of culturally diverse classrooms not only have more of an opportunity to learn to be
accepting of other cultures and races, but it also helps to learn about those cultures as well.
Another aspect of diversity in the classroom is the diversity of learning from student to student.
It is clear that not every student learns with the same techniques or at the same pace as other
students. It is very important for me as a professional educator to strive to cater toward my
students’ needs and the diverse ways in which they learn. I will encounter countless diverse
students in my classroom from students with learning disabilities, students from other countries
or cultures, different social economic statuses, to gifted students.
A potential problem facing our education system today is how educators can produce an
environment that ensures responsiveness from diverse populations of students. My answer to
this question is by using various activities and strategies such as developing a multicultural
curriculum, practicing differentiated instruction, identifying potential students with disabilities,
and being a culturally responsive teacher. According to James Banks in Teachers, Schools, and
Society 8th edition, there are four steps in creating a multicultural curriculum for students. Step
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one focuses on identifying the heroes of different ethnicities (Sadker, 2008). For example, the
class could spend one day learning about Fredrick Douglass or Jackie Robinson. The second
step is called the “additive approach.” This step is geared towards designating a specific portion
of the month or grading period to cultural diversity. For example, the month of February has
been designated as Black History Month. This provides a bit of a change of pace for students
and an opportunity to have fun and meaningful activities. The third step in this process is called
“Transformation Approach.” This step is an attempt to step back from our content and really
examine it. Make sure that what is being taught is accurate (Sadker, 2008). If I were teaching
about the American Revolution, I would explain that Americans felt that England was taking
advantage of them, while the British felt that by not charging higher taxes, the thirteen colonies
were not pulling their proverbial weight. The last level, “Social Action,” refers to schools as a
whole taking on social issues to ensure a safe and productive environment for all students. I feel
as a teacher I cannot simply change my curriculum, but I can make small changes to address the
diversity in my classroom. I believe I can take all four steps into consideration to become a
culturally responsive teacher (Sadker, 2008).
Becoming a culturally responsive teacher does not end at curriculum. I must do my best
to make sure students not just from different racial and ethnic backgrounds are responsive, but
also those who come from different economic backgrounds. This includes making sure my
students are not coming to class on an empty stomach or from an unsafe home. This is not my
responsibility alone, but as an educator I must be aware and ready to help students. I will create
a learning environment that is inviting to students and encourages learning. I will give students
the tools to be successful. Whether it is showing students how to use a library card properly or
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use internet databases for research, I will not let students of a lesser economic background be
hindered from education.
Based on the University Of Akron’s College Of Education Principle of Diversity, I will
demonstrate respect for diversity in and outside the classroom (College of Education, 2010). I
will demonstrate respect by creating a good student-teacher relationship with all of my students
in an effort to get to know who they are and what background they come from. This will help
me to differentiate my teaching and incorporate meaningful content for my diverse learners. I
will ensure that all of my students feel safe from racial slurs and stereotypes in my classroom. I
will not tolerate disrespect of others cultures. The truth of the matter is, every culture has
knowledge to contribute towards educating students and it would be a shame for a teacher not to
take full advantage of using diversity in the classroom to teaching students to the fullest extent
possible.
Purpose of Schooling in a Democratic Society
Our founding fathers had differing views on education, but who was right? Thomas
Jefferson believed that all white children should have the opportunity to attend school at the
government’s expense. The reason Jefferson believed this was due to the fact that society held
white males higher in society. These schools’ curriculum consisted of mastering languages such
as Greek and Latin, and were only in operation for about 3 months out of the year. However,
Benjamin Franklin envisioned Academies which taught practical skills such as mathematics,
astronomy, navigation, and bookkeeping. Tuition was not free or provided by the government,
students had to be able to pay out of pocket. The first academy was opened by Benjamin
Franklin and was named Franklin Academy (Sadker, 2008).
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I believe that each of these two great men had strengths in their ideas, but each also had
flaws. Thomas Jefferson felt that students should learn Latin and Greek. This is understandable
because at the time his upbringing from a wealth family, that is exactly what he learned, and he
was successful so why not do that for everyone? On the other side of the spectrum Benjamin
Franklin felt that students needed to learn practical skills in order to be successful. This makes
sense when reflection of Franklin’s life is made. He grew up poor and self taught. He had many
skills which made him successful. He knew that not every person was going to hold positions of
power and great wealth, so people must know basic skills. When taking these two ideas into
account I believe that the current educational system has identified more with Franklin’s idea
that students need to learn practical information and skill in order to be successful. In other
words, we cannot waste time teaching irrelevant information.
From the perspective of cost and tuition, Franklin felt that all white males should receive
a government funded education. However, Franklin felt that any student, male or female, should
receive a proper education as long as he or she could pay tuition. From this perspective I feel
that the current education system identifies with Jefferson because we have enacted laws that
require the government to provide a free and appropriate public education to all students
regardless of race, gender, or disability.
After reflecting on Jefferson and Franklins’ view of schools I believe that the purpose of
schools is to ready students to become leaders in society. Eventually all the students we teach
will have roles in society, some will even become President of the United States. It is our
responsibility and duty as educators to prepare students for what lies ahead and the vehicle for
that preparation is the public school system.
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The University of Akron College of Education core principles promote equal access to all
students throughout. The first principle, Knowledge, promotes equal access because as teachers
we must have knowledge of our students and the different backgrounds they come from in order
to effective teach them. The second principle, Technology, promotes equal access by using
technology to support learning for all students, even those with disabilities who may need special
technologies to service learning. The third principle, Diversity, is an explanation of equal access
in itself. Teachers must be aware and accepting of diversity of students, and view diversity as
strength of a class, not a hindrance. The last principle, Ethics, promotes equal access because in
order to be ethical professional teachers, it must recognized that one of our founding beliefs as a
nation, equal opportunity, starts with education (College of Education, 2010).
Conclusion
I hope that in practicing the professional standards for teaching, developing a wellrounded instructional philosophy, respecting the diversity of learners, and understanding the
purpose of schooling in a democratic society I will become an effective educator. I do not want
to be just another teacher. I want to be a teacher that actively engages students in my class and
one who can motivate students by tapping into their interests. If I can educate my students in my
content area and help them achieve high grades, then hopefully I have done my job. If I can help
my students become successful contributors to society then I know I have done my job.
Running Head: BEGINNING PHILOSOPHIES OF EDUCATION STATEMENT
References
Sadker, David; Sadker, Myra; Zittleman, Karen. Teachers, Schools, and Society. 8th Edition,
Ohio Edition. New York: McGraw-Hill Companies, Inc, 2008.
University of Akron, College of Education Principles. 2010.
Ohio Department of Education (2010). Ohio standards for the teaching profession. Columbus,
OH.
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