All educators have a personal philosophy, whether it’s known or not. My philosophy has always been that anyone can learn, as long as there is a teacher willing to try. As future educators, we strive to teach each student to the best of our abilities. In the following paragraphs, I will be discussing my reflection towards my education, goals, and inspiration as a future educator. Also, I will be debriefing the belief of what I think my philosophy was vs where the survey philosophy put me in.
Reflecting back on my education I noticed that it varied between teachers I worked well with and the ones I did not. They’ve ranged from an array of teachers, professors, and even some tutors. One of the many things that made learning easier for me has been having a willing teacher. A teacher who doesn’t just say what I can and cannot achieve. I can specifically remember a professor who taught the material just by memory and never followed his own lesson plans. I remember feeling extremely overwhelmed and defeated. Even after creating study guides, study groups, and even speaking to the professor our philosophies never matched up. Although I have experienced education in ways that didn’t work for me, I have also experienced many that did. I can recall an amazing teacher, mentor, and now friend Mrs. Burton. She was able to work with me, encourage me, and not allow me to give up on myself. She was able to break down the information into steps. I now realize that her authenticity and creative approach to guide me was the breakthrough I needed.
What inspires me? Inspiration comes from my surroundings. I’m inspired by all the students that I’ve had the privilege of working with. Not only have these students been overlooked and passed by, but a lot of them have felt forgotten by others. I work with all educationally delayed students and they inspire me. Teaching with authenticity and vigor has always been an important aspect of the way I try and communicate with students. “Authenticity is extremely important for me as a teacher. Being genuine and modeling trust can significantly help establish a successful learning environment and maintain a collaborative climate in the classroom.” (Moore, 2015)
I thought I knew which category I would fall into according to the “What is your educational Philosophy survey?”. I assumed to fit into the Existential category but ended up in the Progressivism category with a score of 32. In other words “Rather than focus on content or on the teacher, Progressivists believe that education should be student-centered, focused on active participation, questioning, and experimentation. Other characteristics of this philosophy include shared decision making about curriculum, democratic processes, and academic freedom.” ( Sadker, 1997) I looked through the questions and realized I wouldn’t change the outcome. I agree, as educators, and we are here to provide an understanding and cohesive class based on student needs. A class that also allows the student to have the ability to have some input. I agree with the process of academic freedom and a new way of explaining information. “…progressivism runs directly counter to the main thrust of educational reform efforts in the US in the early twenty-first century.” (Labar, 2005) It’s a new way of thinking.
Conclusion
In conclusion, we have talked about my reflection towards my education, goals, and inspiration as a future educator. As well as, comparing the belief of what I thought was my philosophy vs the survey’s philosophy. In education there is no limit to the variety of ways to teach students. We must use our knowledge and experience to help future students in their understanding of the subject matter.
References
- Moore, Eric T, (2015), My Educational Philosophy, Fort Leavenworth, KS. https://www.facultyfocus.com/articles/philosophy-of-teaching/my-educational-philosophy/
- Labaree,David F, (2005), Progressivism, Schools and Schools of Education: An American Romance, https://web.stanford.edu/~dlabaree/publications/Progressivism_Schools_and_Schools_of_Ed.pdf
- Sadker, M.P. & Sadker, D. S. (1997). Teachers, schools and society (4th ed., pp. 403-405.) NY: McGraw Hill.
