Many educational philosophies determine
teaching instruction and adaptation of the school
curriculum. These include perennialism, idealism, realism,
experimentalism, existentialism, essentialism,
progressivism, and behaviorism. My goal is to be an
effective teacher who caters to the students through
transmission, apprenticeship, developmental, nurturing, and
social reform (Pratt, & Collins, 2001). Many of the schools
of thought in this educational philosophy statement reflect
my own personal educational philosophy (see
figure 1), my instructional practices, and choice
of classroom curricula. This writing reflects my personal
educational philosophy and teaching ideas.
When I was in grade eight, I took part in a
public speaking essay contest at Humewood Public School in
Toronto, Ontario. Each candidate had to go from class to
class and speak on their chosen topic. The students nominated and later voted for
the best speech. I came in third. My topic was the value of
education. I was petrified as I spoke in front of the whole
school on parent night, but was determined to make my points
heard. Two years later, I started reading books by Jean Paul
Sartre and other existentialist writers. I never intended to
go into teaching but circumstances changed that. My move to
the Middle East brought me into the classroom by chance. I
volunteered to teach by substituting at a public school
where I was needed. Once again, my ideas of what education
should be came back as I stood in front of my students. I
have been teaching for over 30 years. My philosophy of
education has remained existentialist with a combination of
experimentalism and a great deal of nurturing (see
Appendix, figure 2).
Although I scored slightly higher for
experimentalism (see Appendix, figure
1) on Philosophy Preference Assessment, I
consider myself both an existentialist and an
experimentalist. I think the two complement each other.
Experimentalism views "the world as an ever-changing place
[where] reality is what is actually experienced and change
is openly accepted" (UOP, 2002, p. 48). The curriculum
focuses on social change and values. Teachers guide learners
to solve problems as they discover and experience the world
in which they live (48). I believe that personal growth and
individual development will lead to "new ways to expand and
improve society" (48). This is an existentialist idea of
subjectivity with an experimentalist view of society. "The
existentialist sees the world in terms of personal
subjectivity; goodness, truth, and reality are individually
defined … goodness [being] a matter of freedom" (48). The
individual precedes society.
I
think we should concentrate both on personal growth and on
society. I believe in learning about society and our place
in it so that we can change what needs improvement for the
sake of progress and the individual. The individual can help
change society by first becoming good and learning about
moral behavior. Respect and tolerance is the first step in
that direction. A teacher's caring and nurturing attitude
will aid students as they learn to respect and tolerate each
other.
I
respect my students and try to model my beliefs. I value
learning and still get excited from teaching. Every single
day is new. No lesson is repeated because my students do not
remain the same. I consider my students as I enter the
classroom. I view them as I contemplate on the lesson
planned and the "outcome desires" (Wiggins & McTighe, 2004).
I interact with my students as I assist and guide them in
their personal learning journey. My students and I determine
which way the lesson will go. I prepare a guideline but I am
flexible in my approach.
I
view the curriculum as a process and not as the end result.
I teach a communicative subject: English as a second
language which makes things much easier for me. I help my
students grasp the idea that I cannot teach English, but
that they can learn it. I present myself as a facilitator
and not as a teacher. There is no real material to cover,
but there are techniques and skills that need developing
such as time management, team collaboration, reading,
writing, and higher order critical thinking strategies. I
help my students understand the importance of feelings and
reflecting during the process of learning. How they feel
about their progress and learning is very important. Many
learners feel frustrated about their grades and need to
express these feelings so that they can overcome such
obstacles and improve their grades. It is important to
discuss these issues in class and share them with others. In
most cases, students are amazed that their peers feel the
same.
Education is a value. I learn with and from my students.
That is what makes teaching exciting for me. It is an
ongoing process of learning. I do not consider myself the
sole provider of information. I integrate technology into my
classrooms. I teach my students how to use information as a
means and not an end. They learn to solve both social and
personal problems with facts.
I
teach by conversation as I encourage my students to
participate and share their ideas with their peers. I think
it is very important for learners to express themselves to
others in order to grow and develop. I use many supportive
and inviting words to facilitate my students as they
struggle to open up and express their views. It is not easy
for them to organize and share their ideas and feelings with
their classmates. I believe in discussions. I think they
help develop better understanding on how to cope with
difficulties and discomfort. Learning about the self is what
I strive for in my classes. I believe each of us has many
selves that we need to learn about so we can utilize each to
help us solve problems and cope with the day-to-day living.
My experiences as a PAIRS (Practical Application for
Intimate Relationship Skills) marriage facilitator have
helped me understand the importance of personal development
and have given me practical tools for in and out of the
classroom.
My past readings and teaching experiences have strengthened
my personal philosophy of education. I have not swayed from
my original grade eight ideas on the value of education. I
am just as determined as I was then to make my views on
education heard. I am very enthusiastic about my teaching as
I guide my students and myself on the journey to
self-development and growth.