My Teaching Philosophy Essay
656 Words3 Pages
My Teaching Philosophy
I think my teaching philosophy is best defined as a combination of progressivism and social reconstructionism. David Sadker, author of "Teachers Schools and Society", defines the progressive educator as someone who, "(…) facilitates learning by helping students formulate meaningful questions and devise strategies to answer those questions", while social reconstructionism emphasizes cooperation, less conflict, and a better quality of life. These two teaching philosophies in combination seem to both fit my view on how learning should be facilitated and how it should be based.
Progressive teachers tend to, like myself, look for inventive, new, and creative ways to see a problem. In putting students into groups…show more content…
Even though I feel that students should have a very democratic approach, I cannot see allowing students to devise curriculum planning to it’s extremes. For example, I feel that students voting to not have Spelling is not as valid as them voting to switch the schedule so we have Art before Spelling. I strongly support the view of social reconstructionists to equally teach academic, cultural, moral, and social subjects, since many students have a hard time integrating what they’ve learned with the here and now.
Progressivism is appealing to me in that from my own experiences as a student I found it more rewarding to devise a way to answer my questions rather than have everything explained to me. For example, my 6th grade science teacher rather than plan out a particular lesson plan and work hand in hand with the books, offered us the opportunity to do a science experiment, explain it to the group, and write a paper on how we came up with the idea. Personally I just thought it was fun at the time, but when I look back I saw that he was not just teaching us science; we were learning communication, research, and writing skills. We were also given problems like: construct a capsule to place an uncooked egg in that can withstand the impact with the ground from a height of 30ft or given a ruler, tape, pencil, penny, string, and a cotton ball, design a machine to catapult the cotton ball the furthest with the least effort. Questions
My Philosophy of Teaching Essay examples
1229 Words5 Pages
Philosophy of Education
Our convictions border every aspect of our lives from the monumental to the minute; for example, we possess a complex system of thought governing how we function as moral members of an often amoral society, and we utilize an equally complex system concerning our devotion to a favorite television show. However, the process of actualizing a philosophy is daunting. We rarely externalize our beliefs. Why? Are artists the only beings able to successfully translate the abstract into the concrete? Are we too lazy, too busy to question our convictions? Do we fear discovery of the possible irrational basis of our lives? Or, perhaps we are too afraid to realize the rigid walls bounding our existence. Whatever…show more content…
I needed to understand, to develop my own philosophy devised for my new role as a teacher. I knew I had to start thinking like a teacher, but I also knew I didn’t want to forget being a student.
Teaching is learning; learning is teaching.
The relationship between teaching and learning, I believe, recalls John Keats’ beauty and truth equation: “Beauty is truth, truth beauty.” The pair illustrates a symmetrical purity that is both obvious and profound. Symmetry exists in education, as well. One must learn in order to teach; one teaches in order to learn. The college degree does not signal the end of learning; it merely indicates that each graduate possesses adequate tools for the next phase of his or her educational process. Scholarship continues because recent research, fresh voices, and new events must be explored. Learning in my own discipline of English is an act of infinite fascination. For example, each writer leads the reader on an odyssey of discovery, seeking textual and contextual influences; each writer is continually examined and re-examined, adding volumes to the existing critical library; each writer inspires another, becoming the next force keeping the quest alive.
The teacher learns in the classroom as well. Each year dozens of fresh perspectives walk into a teacher’s world, increasing knowledge by the pound instead of by the page. It is here that the didactic must