My Philosophy of Education

 Critical thinking and problem-solving skills are essential goals of education. Using skills and information to find solutions to problems is an essential element of meaningful student learning. (Slavin, 2018) Some universally applicable problem-solving skills include patience, how to ask for help, compromise, leadership, and empathy. Additionally, appropriately using trial-and-error strategies and risk-benefit analysis are skills that could be taught in the classroom. Other problem-solving skills include planning, perseverance, self-reflection, and communication. I could foster skills such as these in my students through the use of cooperative and independent learning. I could provide students with learning activities that involve a combination of problem-solving skills and English skills, such as essays about service learning experiences, or social issues and potential solutions. Similarly, students could work in cooperative learning groups to develop approaches to social issues together. The experience of working with one another could also help them develop problem-solving and conflict resolution skills. Focusing on non-cognitive strengths such as these, rather than only focusing on skills directly related to my subject area, would help my students apply what they learn in the classroom to their everyday lives, both as students, and as adults. (Parkay, 2018) Critical thinking involves forming judgments based on the objective analysis and evaluation of an issue. In my English classroom, critical thinking could be especially emphasized through literary analysis, in which students would question their own interpretations of a piece of writing and utilize textual evidence to help support their viewpoints. I could help students develop critical thinking skills by prompting students to consider and share their reasoning behind their views and interpretations. Research projects and papers could also invite students to evaluate issues and form their own judgments about possible solutions. In addition, class discussions could be used to help students share and consider diverse perspectives. (Slavin, 2018)

In order to learn most effectively, students need to feel safe and comfortable. As essential traits, teachers must be patient, supportive, and caring in order to foster a safe learning environment. As an ethical and professional principle, I will never deride a student for their efforts to learn, nor will I allow my students to criticize one another’s learning attempts. (Parkay, 2018) I think that an essential requirement for creating a comfortable environment is helping my students recognize that as long as they are learning, then they are not failing. As a specific example, rather than telling students that what they are learning is easy, I would communicate that I know it’s difficult, but I still believe in their ability to learn the material. (Slavin, 2018) This view would be expressed to my students through our class norms, within our interactions, and through my feedback on their assignments. In my classroom, I would involve students in setting class norms and, as an ethical decision, I would consistently enforce rules that promote student safety. In particular, emotional security is essential to learning because students need to feel comfortable taking risks, as well as seeking out help and asking questions. (Parkay, 2018) Student comfort would also be maintained, for example, through the absence of peer grading and through elements of my classroom management such as norms and procedures. Norms and procedures would also establish consistency and help students take control of their learning. Maintaining a safe and ethical learning environment provides necessary opportunities for all students to succeed, which is also essential to exhibiting professionalism. (Danielson, 2014)

A balance of intrinsic and extrinsic motivation is critical for student learning and achievement. Intrinsic motivation is dependent on internal factors, while extrinsic motivation is centered on external factors. (Slavin, 2018) I might promote intrinsic motivation by having students set their own goals, but also interfere if I know that a student is more capable than their goals imply. As an element of planning and preparation, as an English teacher, I would have each of my students submit writing samples at the beginning of the term. From this sample, and from the students’ self-evaluation, my students and I would work together to determine which areas they would like to improve upon during the class, and what they would like their ability level to be by the end of the course. I would also use these samples to plan instruction, as instruction should meet students at their current ability levels. Helping students set goals for themselves, rather than directly providing them with goals to meet, would help enhance their intrinsic motivation. In my writing classes, I would then utilize portfolios to help students maintain records of their progress. Intrinsic motivation is necessary because students put forth more effort to reach goals that they have set for themselves. (Slavin, 2018) Another essential element of enhancing my students’ intrinsic motivation would be helping them notice the personal relevance of the material we are learning and helping them find ways it might apply to other areas of their lives. (Slavin, 2018) For instance, in an English classroom, this might involve finding ways that research strategies might be useful in their hobbies or future careers. As an element of instructional delivery for student writing assignments, I might also enhance intrinsic motivation by allowing students to select and write about topics they are interested in.

Students are active learners, and the role of the teacher is to facilitate learning. The facilitation of learning can be achieved through both direct instruction and student-centered approaches and combining elements of both can be used to achieve learning objectives. (Slavin, 2018) As a form of instructional delivery, facilitation of learning might involve methods that allow students to create their own understanding of the material, rather than only learning my interpretation, as the teacher. As a teacher, it is also my ethical and professional responsibility to facilitate learning by maintaining my own relationships with students and promoting student interactions that are both positive and conducive to student learning. (Danielson, 2014) Facilitation of student learning also requires engagement, which is characterized by students using learning activities to construct their own understanding. (Danielson, 2014) In writing, for example, I could use peer reviews and writing process models to engage students. (Slavin, 2018) As a student-centered approach, cooperative learning, in which students work together in small groups, could also be utilized. (Slavin, 2018) In order to make cooperative learning as effective as possible, I would incentivize groups to do well, hold individual group members accountable, and use individual learning to measure a group’s overall success. (Slavin, 2018) I would also provide students with guidelines and expectations for group work, both in terms of how they are expected to work together and for the work they are expected to produce. Student learning would also be facilitated through the expectations I communicate to my students. In particular, I would communicate high expectations for students’ ability to learn and grow, and realistic expectations about a student’s current knowledge and ability.

Intentionality is an essential trait for teachers and enhances student learning. Intentionality involves being purposeful with my teaching strategies and the learning activities I provide my students. (Slavin, 2018) Intentionality will be exhibited through my use of learning outcomes and objectives, which identify what students will learn. (Danielson, 2014) Instructional planning will then be centered on the attainment of those objectives and will be individualized as necessary. Intentionality will also be demonstrated through my use of class procedures, the optimal use of which will maximize the time spent on learning and instruction and cultivate a positive and productive classroom environment. As increased time spent on discipline negatively impacts student achievement, prioritizing the prevention of misbehavior is also an ethical and professional decision that aims to support both academic success and social-emotional well-being. (Slavin, 2018) In my classroom, ethical decisions about students will also be intentional, as they will be beneficial for the student, evidence-based, and morally implemented. (Parkay, 2018)

As an educator, my approach to classroom management and instruction will be guided by my beliefs about learning, students, and education. My teaching practices themselves will also be informed by my beliefs about professionalism and ethics, as well as my belief in the importance of education.

References

Danielson, C. (2014). Framework for teaching: Evaluation instrument. Retrieved from https://ferris.instructure.com/courses/25209/files/2587991?module_item_id=957077

Parkay, F. W. (2018). Becoming a teacher (11^th ed.). Boston, MA: Pearson Education, Inc.

Slavin, R. (2018). Educational psychology: Theory and practice (12^th ed.). New York, NY: Pearson Education, Inc.