Educational Philosophy

Philosophies of Educations

ED348 Foundations of Education

I feel that having an education is a persons, own experience for all students who goes into classroom. In order for children to benefit from what schools offer, I feel that teachers must fully understand the importance of their job. I believe that teachers must consider teaching to be a lifestyle, not a forty-hour-a-week job, because a teacher 's goals for their students includes much more than the relay of out-of-context facts to passive students. As a professional that is being trusted with the education of young minds, a teacher must facilitate learning and growth academically, personally, and ethically. By giving a quality education to each student in one 's classroom, a teacher prepares children with the necessary tools for success in life.
On a daily basis we are faced with choices that are influenced by our own beliefs. Ask yourself the questions, do we eat breakfast because we believe it is the most important meal of the day? Do we stop at a red light because we know that it is the law, or do we speed because we can’t afford to sit for an extra minute? Do we go to church on every Sunday because we think that is the only proper way to worship? Do we send our children to school because we think an education is the gateway to success? These questions are why we decide the way we do. And this is why we believe in the need, and importance, of education have been part of the philosophical discussions. We learned the details of these philosophies, but fixate mainly on Idealism and Realism. Though these two ideologies diverge on a philosophical level, they both sustain similar views in regards to educations standards.
As a realist I feel that that re-capitulation is necessary to make the knowledge permanent.
One subject should be taught at one time, No pressure or force be brought upon the child, the drill of cramming should be given up; Things should be presented first and then the words. The complete knowledge should be gained after experience, straight forward method should be

Implemented for teaching, and the simple rules should be defined. All the subjects should be taught in correct order, to find out the interest of the child and to teach therefore. In order to achieve these lofty goals, I think it is vital first to establish a mutually respectful, honest bond with students — a relationship in which communication is of the highest precedence. Through this relationship, a just, democratic environment based on reliance and caring can be recognized in the classroom, making it possible to relate confidently and safely in an academic setting. Once this basis is established, the educator has already consummated a major goal: the ethical features of equality; open, honest communication; and confidence have been emphasized and put into practice without having to sermonize to students. Demonstrating these ethically correct conducts in the classroom and expecting students to model them makes them for adult collaboration and survival in the future. Academic learning must begin with enthusiasm and inspiration. Students deserve an educator 's desire for both the subject at hand and learning as a whole. Teaching and learning become a concurrent journey for both the teacher and students when students ' energy is stimulated by a teacher 's genuine passion for learning, because everyone is equipped and willing to participate in active learning. To accomplish active learning, a teacher must demonstrate eagerness and express confidence in the students ' capabilities to learn and be successful. Using constructivist approaches of teaching in one 's classroom forces students to take a vigorous role in their education by making choices and assuming accountability for intelligent inquiry and discovery. For instance, discussions, developments, and experiments ensure student achievement and let students and the teacher to discover distinct student 's preferences and strengths.

This approach aids differentiated activities for each student 's individual ambitions, making the subject more applicable to every student 's life. I believe that all children have the ability to learn and the right to a worth education. All children, regardless of gender, race, culture, and capabilities should have the chance to learn from professional, well-informed educators who are sophisticated and knowledgeable, both in their area of knowledge and life. Certainly, every child has diverse learning styles and aptitudes; though, by having a personal relationship with all students, a teacher can give each an equivalent chance of success. By identifying every student 's potential and having separate, separate goals for each, a teacher can lodge personal needs and abilities and encourage the quest of academic aspirations. I think that instruction and learning are reciprocal processes. When teachers foster individual talents in each child, teachers can build self-esteem and may inspire a lifelong skill. By supporting these unique abilities, teachers can, for example, director students ' study, and students can, in turn, inform teachers about subjects in which they may not be as educated. This mutual admiration for individual skills cultivates a qualified academic relationship, leading to a give-and-take educational cooperation. This liaison allows pupils to feel that they are on equal knowledgeable ground with their teachers, therefore creating a strong academic atmosphere. In electing to become a teacher, I have made the promise to myself and my future students to be the best academic, special, and ethical role model I can be. It is my goal to have an equally enriching schooling career by keeping an open mind and continually collaborating with my peers and students. The expedition through my past experiences as a teacher associate foreshadowed my teaching styles. Beneath the auspices of the qualified staff, I was given the

chance to work in a population that necessitates an extra bit of patience. In expressing my approach to each class lesson, there was a demand to implement hands-on learning as the base for each work session. An elevating engagement with the student, while stimulating encouragement, and confidence in taking tasks has its part in part with the learning process. Once the pupil becomes self-sufficient, then the education has effectively accomplished its role. In conclusion, my goal as an educator is to provide to in each and every pupil with the necessary skills and information so they could succeed on their own. I want to leave a remembrance of myself as an educator who was not afraid to reel up the sleeves to help another learner in any way and influenced others to do the correct thing.

References

Allison, H. (1993). Kant’s Theory of Freedom. Cambridge: Cambridge University Press.

Advanced Educational Foundations for Teachers: The History, Philosophy, and ...
Donald K. Sharpes

ED414217 - Philosophy of Education: An Encyclopedia. Garland Reference Library of the Humanities. Vol. 1671

Bailin, Sharon (1995). "Inclusion and epistemology: The price is right," in Alven Neiman, ed., Philosophy of Education 1995 (Champaign, IL: Philosophy of Education Society), 23-26.

Dearden, R.F. (1982). "Philosophy of education, 1952-82," in British Journal of Educational Studies, Vol. 30 No. 1, 57-71.

References: Allison, H. (1993). Kant’s Theory of Freedom. Cambridge: Cambridge University Press. Advanced Educational Foundations for Teachers: The History, Philosophy, and ... Donald K. Sharpes ED414217 - Philosophy of Education: An Encyclopedia. Garland Reference Library of the Humanities. Vol. 1671 Bailin, Sharon (1995). "Inclusion and epistemology: The price is right," in Alven Neiman, ed., Philosophy of Education 1995 (Champaign, IL: Philosophy of Education Society), 23-26. Dearden, R.F. (1982). "Philosophy of education, 1952-82," in British Journal of Educational Studies, Vol. 30 No. 1, 57-71.