Poppy Miller
EDUC 150 12PM
Elementary Education
Progressivism, Behaviorism, Cognitivism

In order to effectively teach our children today, teachers must have a goal in mind as to how best to reach them. There are many different methods and philosophies teachers use to do this, each shaping the environment of their classrooms. Each philosophy includes different ways of teaching, managing the classroom, and evaluating students, but the underlying goal is the same: to educate the future leaders and citizens of our society. The role of teachers, therefore, is extremely important. No other occupation in the world has the opportunity to reach so many young minds, so it comes as no surprise that future teachers here at Olivet are educated under the theme of Professionals Influencing Lives. This influence is conveyed through a teacher’s philosophy, according to that teacher’s preferences and beliefs about teaching. Personally, I like different aspects about the philosophies of progressivism, behaviorism, and cognitivism, so my teaching philosophy includes a blend of ideas from all three.
One of the concerns I have about teaching in my own classroom is the extent to which I will be able to manage and control the behavior of my students. I feel that the most effective way to ensure that I will be able to manage my classroom stems from behaviorism. Under this philosophy, students are taught to behave in a way that complies with the atmosphere of the school and classroom. To do this, the teacher first identifies the behavior that they expect from the students. This behavior is then enforced in the daily procedures and routines of the school day. Although poor behavior is dealt with by consequences, the focus lies on positive reinforcement and rewards for good behavior. Students tend to respond well to positive encouragement, and they generally aim to please. This inclination is rewarded, thus encouraging the students to continue to behave well. Behaviorism states that it is best induced through such positive reinforcement (Sadker & Sadker, 2003). Therefore, if students are somehow rewarded

for displaying the desired behavior, they will eventually be able to become self-regulated and respond to learning in positive ways.
The curriculum and instruction a teacher uses and gives is vital when educating students.
I believe that not only do students need to have an understanding of the subject matter necessary to succeed in life, but also to be able to think and reason for themselves. Cognitivism fulfills this need as it focuses on developing thinking skills students will be able to use for the rest of their lives. This philosophy uses an integrated curricula as it stimulates the cognitive development of each student. Critical thinking skills are emphasized as the teacher encourages his or her students to solve problems and find answers on their own. Students remember pieces of information better if they find it for themselves, so cognitivism allows for these types of learning opportunities. Good study skills are also taught, which aids the students in their schoolwork. All of these aspects of the curriculum and instruction help direct each student toward a path of lifelong self-directed learning that will prove to be highly beneficial to them in the future.
Due to the importance of the curriculum of cognitivism, I feel that the role of the teacher is best described by this same philosophy. If students are not able to think for themselves, then their future success in life is uncertain. Life is full of choices and problems that must be faced and solved every day. The teacher in a cognitivist classroom focuses his or her instruction based on this fact, thus embracing a vital role. These teachers must mediate student learning and monitor thought processes in their classrooms. This helps ensure that their students are mastering the concepts surrounding good thinking and problem solving skills, which will lead them down the path to success.
Lesson plans and classroom activities are the basis of student learning, and they must be effective in the way that material is presented. Students need to be interested in each lesson and

activity, or else they become less focused toward learning the material. The ideas presented in the philosophy of progressivism negate this potential lack of interest and provide each student with the opportunity to become actively involved in each lesson. According to progressivism, students learn best from experience, so this is what lesson plans are designed to incorporate.
Many field trips are scheduled, which allow the students to see and do things rather than read about them in books. The needs and interests of the students are reflected in each lesson and activity, thus providing the opportunity for the students to connect and identify with each other.
As the students work in groups, they learn to work cooperatively and learn things on their own
(Sadker & Sadker, 2003).
The process of grading and evaluation is another important aspect of teaching. In order to sufficiently measure the knowledge of students, I feel that the progressivism philosophy is the best to use. Here, students are evaluated formatively, and their progress is monitored. The cognitive development of a student is the ultimate goal of teaching, and it is easily measured under progressivism. As the teacher notes the progress of each student in regard to their understanding of the material presented, they are able to track each student and supply any additional necessary help. With this type of evaluation, teachers are able to see the effectiveness of their lessons and can adjust their lessons according to their students’ levels of understanding.
Although each philosophy is effective in teaching students in different ways, the philosophy I would use is a mixture of three of them. By using behaviorism to manage my classroom, I hope to teach my students to control their own and behavior and have a positive outlook on learning. With my curriculum and instruction based on cognitivism, as well as my role as a teacher, it is my goal to provide my students with the opportunity to become effective thinkers who are able to make decisions and solve problems. And under progressivism, I plan to

incorporate cooperative learning and experience-centered activities to allow my students to learn on a whole different level. Using these different aspects of progressivism, behaviorism, and cognitivism, I am able to formulate a teaching philosophy of my own. It is with this philosophy that I strive to become a successful professional with the power to influence lives.

References
Sadker, M. P., & Sadker, D. M. (2003). Teachers, schools, and society (6 th ed.). New York:
McGraw-Hill.