Introduction For This Assignment: Complete A Journal

Introductionfor This Assignment You Will Complete A Journal Entry Re

For this assignment, you will complete a journal entry reflecting on how your experience and observation may have confirmed, impacted, or shaped your personal philosophy of education and teaching. You will revisit the philosophy you created earlier and analyze if your recent observation has solidified the philosophy or caused you to want to make changes.

Respond to the following questions: Revisit the personal philosophy of education that you wrote earlier in the course. Write a one-paragraph summary of your philosophy. Discuss any classroom observations that either confirmed or made you question any part of your personal philosophy.

Share the specifics of what you observed that has caused you to have this reflection on your philosophy. Share your thoughts on how you think further observation may shape your philosophy. This shaping can be a confirmation or a readjustment. Lengths will vary. Question 1 requires a minimum of a one-paragraph response.

Question 2 requires at least three examples of classroom events that confirmed or caused questions. The examples should be explained in detail. This would likely take more than one paragraph. Question 3 will also take a minimum of one paragraph to answer.

Paper For Above instruction

In reflecting on my personal philosophy of education, I believe that fostering a supportive and engaging classroom environment is essential for student success. My philosophy emphasizes the importance of student-centered learning, where students are encouraged to take ownership of their education through active participation and collaborative activities. I also believe that teachers play a pivotal role in inspiring curiosity and providing personalized support to meet diverse learner needs. Revisiting my earlier philosophy, I find that recent classroom observations have both confirmed and challenged aspects of my beliefs, prompting me to consider potential adjustments.

One significant observation that confirmed my philosophy involved a group project where students actively collaborated to solve complex problems. Watching students engage with enthusiasm, rely on peer feedback, and take initiative reinforced my belief in the value of collaborative learning. Conversely, I questioned my approach during a lesson where I observed a lack of student engagement despite my efforts to create an inclusive environment. The disinterest confounded my expectation that a supportive classroom fosters motivation, prompting me to reflect on how to better tailor activities to student interests.

Further observations lead me to believe that flexibility and continuous adaptation are crucial for effective teaching. For example, I noticed that some students responded better to visual aids than to traditional lecture formats, indicating the need for diverse instructional strategies. Additionally, I observed that encouraging student autonomy often resulted in increased motivation, suggesting that empowering learners is vital. Finally, I saw how real-world applications of lessons help students connect concepts to their lives, which sustains their engagement and enhances understanding. These examples reaffirm my commitment to adaptive teaching but also highlight areas for growth, such as integrating more varied instructional methods and personalized feedback.

In conclusion, classroom observations continue to shape my educational philosophy by confirming some core beliefs while also illuminating areas for refinement. The ongoing process of reflection and adaptation is essential to becoming an effective educator who can foster meaningful learning experiences for all students. I am motivated to incorporate these insights into my teaching practice to better support student growth and achievement.

References

• Dewey, J. (1938). Experience and Education. Kappa Delta Pi.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Noddings, N. (2013). Caring: A Relational Approach to Ethics and Moral Education. University of California Press.
• Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.
• Schunk, D. H. (2012). Motivation in Education: Theory, Research, and Practice. Pearson.
• Woolfolk, A. (2016). Educational Psychology (13th ed.). Pearson.
• Freeman, D., et al. (2014). Active learning increases student performance in science, engineering, and technology. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.
• Hattie, J. (2008). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
• Bandura, A. (1977). Social Learning Theory. Prentice Hall.
• Brookfield, S. D. (2015). The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom. Jossey-Bass.