My Educational Philosophy

 

Pragmatic with a touch of traditional
 

My third grade teacher, Mrs. Taylor, was said to be the meanest of the mean teachers yet she was my favorite. I decided that I wanted to be a teacher just like her. Though my educational background is strongly grounded with traditionalist ideals, I can most closely identify with the teaching philosophy of pragmatism. I grew up and began my educational path in the early seventies and am more in line with traditionalist views. Because that is how I learned for the most part and because it was profitable for me, I can value some of those beliefs. For instance, some of the newer teaching styles strongly promote cooperative learning but it is something that I struggle with. I do not learn well in that manner and so it makes it very difficult for me to instruct as such. In my educator studies and during my limited experience in the classroom, I have come learn that a number of the traditionalist teaching methods are ineffective. I do not, however, believe that all is rubbish. For instance, some students do not flourish without the enforced boundaries of a traditionalist classroom.

The facets of pragmatism that resound with me include learning being a necessity of life. One cannot thrive without some sort of education whether it is primitive or formal. Education is different because it involves thinking. I train my dog yet educate my sons. I want my students to achieve lifelong success by developing intellectual, physical and social potential. I want to empower students to develop rich intellectual lives. I believe that when actively engaged, purposefully challenged and provided the necessary tools to empower critical thinking they are limitless, globally competitive and self-sufficient.

I also feel that there is often more than one method of learning something and how you learn something may mean the difference in remembering it or forgetting. I believe that instruction should be differentiated, developmentally appropriate and relevant to the learner. In my classroom, success will be ensured by fostering a spirit of empowerment and self efficacy through use of information and communication.

My experiences have taught me that learners learn and remember best when they are in control of their learning. Mrs. Taylor tended to not answer certain questions but would send you off with a reference book or a text book and the instructions to look it up. Certain experiences better facilitate learning whether by intention or by omission. Sometimes, a learner has to take it upon him or herself to gather knowledge because the instructor may not be effective. I feel that I must teach my students how to evaluate the level of instruction they are getting, not just from me, but from all teachers. I intend to teach them critical thinking skills. I want them to question things for themselves and to not just always accept what is presented. I will teach them to use available resources to seek out information.

My educational views are much broader than the classroom, or the prescribed curriculum. There are many cases that from day to day interactions one can use random teaching moments and make a connection to what is being taught in the classroom. These ‘connections’ drive home the classroom learning. Oftentimes, something we are teaching does not make sense until it becomes real in a student’s mind. I feel that students’ curiosity should be capitalized on but in an orderly manner.
I want my students to gain an appreciation for learning as I did in Mrs. Taylor’s class. I felt such an overwhelming sense of accomplishment when I learned to go look something up for myself rather than asking someone. I believe she was trying to teach me to be self sufficient when it came to my own knowledge and development.