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Philosophy of Education
My philosophy of education is learner-centered; the better a teacher knows her students the more effectively she can tailor pedagogical strategies to meet their needs, abilities and goals. Students can help inform the content, pace, starting point, ending point (i.e. goal) and teaching style an educator selects that are more relevant and engaging to them. When a student is engaged or included in a lesson they are more responsive - they want to actively participate because they have some stake in their learning. However, children are not taught in a vacuum nor is learning limited to the confines of a classroom. There are many outside influences which impact learners that must also be considered when making pedagogical choices, for example, ethnicity, politics, environment and religion. Not all students are the same; they vary in age, sex, knowledge, ability and past experience. Amidst all these differences there are underlying commonalities which help establish the framework of my educational philosophy.
Thinking back on more positive learning experiences I realize I was more active in and responsive to lessons when teachers made an effort to engage the students and personalize the task at hand. I recall my first grade teacher beginning a lesson on vowels by writing them on the board for illustration and reference; then asking each student to pronounce his/her name and say or list the vowel(s) within. At each identification she pointed to the corresponding vowel on the board. The class grew excited as each student took his turn and was cheered on. There was commonality and personalization which hooked the students in. When it came to be my turn I was stumped and a little hesitant; my name is ...
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..., K., McClelland, A., & Safford, P. (2011). Human diversity in education: An intercultural approach (7th ed.). New York, NY: McGraw Hill.
Freiberg, H. J. (Ed.). (1999). Beyond behaviorism: Changing the classroom management paradigm. Boston, MA: Allyn and Bacon.
Freiberg, H.J., & Driscoll, A. (2004). Universal teaching strategies (4th ed.). Boston, MA: Allyn and Bacon.
Rogers, C., & Freiberg, H.J. (in press). Freedom to learn (4th ed.). New York, NY: Merrill.
Sheets, R. (2009). What is diversity pedagogy? Multicultural Education, 16(3), 11-17. Retrieved from Education Full Text database.
Weinberger, E., & McCombs, B. (2001). The impact of learner-centered practices on the academic and non-academic outcomes of upper elementary and middle school students. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.
My most basic, fundamental belief in education has always been that every student is capable of learning. The learning may not take place on my desired timeline, but each child has the capacity to learn. I have always considered myself to be child-centered, rather that teacher-centered, in the classroom. I hold that most learning is accomplished when new information can be integrated into previous knowledge, and I also find that a balanced approach to any learning includes the repetition of information and a varied approach in delivery.
Selingo, Jeffrey. "New Study Questions Educational Benefits of Diversity." The Chronicle of Higher Education 49.29 (2003). Academic OneFile. Web. 9 Aug. 2011.
Ugbu, J., U. (1992). Understanding cultural diversity and learning. EDUC 160 Urban Education (Spring 2014, pp. 213-228)
Diversity among students including differences in culture, language and socioeconomic stance is not a new trend. The difference, however, is that today, the school system realizes that all students, including those who differ in some way from the "average" student, or those “at-risk” must be provided with an equal, opportune education (Morris, 1991).
McCombs, B., & Miller, L. (2007). Learner-centered classroom practices and assessments: Maximizing student motivation, learning, and achievement. Thousand Oaks, CA: Corwin Press.
Lang, H., Evans, D.(2006). Models, Strategies, and Methods for Effective Teaching. USA, Pearson Education Inc.
Diversity in classrooms can open student’s minds to all the world has to offer. At times diversity and understanding of culture, deviant experiences and perspectives can be difficult to fulfill, but with appropriate strategies and resources, it can lead students to gain a high level of respect for those unlike them, preferably from a judgmental and prejudiced view. Diversity has a broad range of spectrums. Students from all across the continent; students from political refugees, indigenous Americans, and immigrants bring their cultural and linguistic skills to American classrooms. Students not only bring their cultural and linguistic skills, but they bring their ethnicity, talents, and skills.
My philosophy of education is basically rooted in my thoughts on what makes a teacher valuable to his or her school and particularly his or her students. To me an effective educator is, first and foremost, someone who genuinely cares about the quality of the education a student is receiving. My memories of great teachers always involve teachers who obviously put time and thought into their lessons. They offered their time to students who wanted to imp...
Education serves as the foundation to a lifetime of learning. Since every child is unique, I believe that it is important for them to learn in an environment that is both secure and stimulating. By creating this type of atmosphere, the students will be able to realize their intelligence and use it constructively. As a future educator, it will be my goal to establish a classroom that is, 1) non-authoritarian, 2) student-centered, and 3) focused around student experience. These three elements are part of Progressivism, the educational philosophy I plan to incorporate in my classroom.
As we proceed further into the 21st century, multiculturalism becomes more relevant to obtaining a truly global society. Dr. James A. Banks defines the meaning of multicultural education and its potential impact on society when it is truly integrated into American classrooms. In his lecture, Democracy, Diversity and Social Justice: Education in a Global Age, Banks (2006) defines the five dimensions of multicultural education that serve as a guide to school reform when trying to implement multicultural education (Banks 2010). The goal of multicultural education is to encourage students to value their own cultures and the diverse cultures of those around them without politicizing their differences but rather, as Banks passionately explains in his lecture, “to actualize the ideals stated in the Constitution” (2006) forming “civil, moral, and just communities.”
The world is currently undergoing a cultural change, and we live in an increasingly diverse society. This change is not only affect the people in the community but also affect the way education is viewed. Teaching diversity in the classroom and focusing multicultural activities in the programs can help improve positive social behavior in children. There is no question that the education must be prepared to embrace the diversity and to teach an increasingly diverse population of young children.
Kameenui, Edward J., and Deborah C. Simmons. Designing Instructional Strategies: The Prevention of Academic Learning Problems. Columbus, OH: Merrill Pub., 1990.
Manning, L. & Baruth. L. (2009). Multicultural education of children and adolescents (5th Ed.). Needham Heights, MA: Allyn and Bacon.
Brandes, D and Ginnis, P (1996) A Guide to Student- Centred Learning. Cheltenham: Stanley Thomas Publishers Limited.
In conducting her research, the author understood that she needed to describe key issues of culturally diverse students, recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected. In reading Cultural and Linguistic Diversity: Issues in Education (2010), s...