Running Head: Personal Philosophy ✓ Solved

Running Head Personal Philosophy

PERSONAL PHILOSOPHY & EDUCATION 7 Personal Philosophy 7/31/2017 Personal Philosophy & Education Abstract To apply accumulative classroom learning experience to foster effective learning experience for my learners through collaboration with relevant stakeholders as well as encouraging implementation of sound education policies and programs in learning processes. Introduction Normally teaching profession calls for more than just standing in front of learners and subjecting them to oral or written continuous assessment tests. Teaching requires adaptive approach in teaching methods. In the same vein, I believe my roles as a tutor I should be flexible in my teaching models. To be effective in my work, I will have to plan, manage and differentiate the needs of the learners and teaching models.

Therefore, my philosophy will be application of accumulative classroom learning experience to foster effective learning experience for my learners. Learning is a complex process that requires sound policies and programs as well as joint efforts by all stakeholders. Worldview and Philosophy of Life It is universally agreed that education stakeholders including teaching and government have a major role in formulating favorable learning policies. Education is also the best tool to fight poverty and ignorance. · Metaphysics: Education plays a pivotal role in development of learners thus producing useful and dependable people who can serve the society diligently. · Axiology The policies can be at school level or public levels; however, they must serve to improve learning outcomes. All education policies are supposed to be learner centered in order to improve the standards of education and permit personal improvement by learners. Therefore, as a teacher I will help my students to understand these education policies in order to maximizes on the benefits of such policies. My main ethical principles will be anchored on utilitarian ideals which seek to optimize positive learning outcomes to as many learners as possible. In this regard, I will encourage the students to share their skills and knowledge with other students through group discussions. Philosophy of Schools and Learning The behaviorism, cognitivism, and constructivism are some of the best learning theories used in learning environments.

The theories are situation specific and their application in learning process is largely based on the learning needs of the students. Each theory aims at maximizing leaning outcomes and enhancing acquisition of knowledge and skills by the learners (Bigge, 1982). Instructional Practice The right application of the theories coupled by the right attitude of teaching towards their profession and students can be a force multiplier in reaching greater heights of learning outcomes. As a teacher, my focus will be on utilizing the right teaching theory or integrated theories based on the assessment of learning needs of the students. Some learning theories are best suited for specific group of students but not all, in such a case I will tailor my teaching theories targeting to meet the needs of the students. Moreover, creating conducive learning environment as well as embracing the right professional demeanors while administrating learning based on learning theories can results into desired learning outcomes (Knight , 2006).

Teacher-Learner Relationships Different learners have different levels of learning abilities thus customized learning methods are key in meeting learning needs of each learner. This call for creativity on the part of the teacher to utilize the diversity among the learners to stimulate and foster best learning environment for all students. Moreover, different learners have unique learning styles and thus tutor must have good knowledge about the different learning needs of their students based on the well-studied learning theories. As a teacher, I find the need to utilize three basic learning styles, that is, include auditory, visual and kinesthetic for effective content delivery in order to maximize on the expected positive learning outcomes (Doyle , 1986). Diversity In classroom environment, diversity is bound to exist. Students have different learning abilities, the underachievers and overachievers hence, making administration of learning activities challenging. Teaching models should be customized to meet the individual needs of the students. This involved administration of differentiated learning instructions as a way of integrating multicultural connections in classroom (Doyle , 1986).

Classroom management philosophy There various classroom management practices that a teacher can adopt in their teaching profession. As a teacher, I strongly believe in the importance of administering tests to learners as one of the strategy to receive learning feedback from learners. This mainly important in understanding learning gaps and formulate better improvements strategies. additionally, it also allows learners to assess their academic growth over a given duration and make necessary adjustments at personal level. Also of noteworthy; depending on the nature of the learners in the classroom, different types of tests can be administered by teachers. Finally, allowing the learners to enjoy freedom of expression in classroom can also be a force multiplier in realizing desired learning outcome (Doyle , 1986).

Sample Paper For Above instruction

In developing an effective personal philosophy of education, it is essential to integrate personal beliefs, educational theories, and practical strategies that foster meaningful learning experiences. My core conviction is that education extends beyond mere transmission of knowledge; it encompasses the holistic development of learners as active participants in their educational journey. Grounded in a progressive worldview, I perceive education as a powerful tool capable of addressing societal challenges such as poverty and ignorance, aligning with the philosophical viewpoints that emphasize the transformative role of education in individual and community development (Biesta, 2015).

My educational philosophy hinges on a constructivist approach, which posits that learners build knowledge through active engagement and meaningful experiences (Vygotsky, 1978). This perspective guides my instructional practices, where I prioritize creating dynamic and inclusive learning environments that accommodate diverse learning needs. Recognizing that each student possesses unique learning styles—auditory, visual, kinesthetic—I employ differentiated instruction techniques to optimize engagement and comprehension. For instance, utilizing multimedia resources, interactive discussions, and hands-on activities enables me to reach learners with varied preferences and abilities (Tomlinson, 2014).

Incorporating classical learning theories such as behaviorism, cognitivism, and constructivism, I adapt teaching strategies to suit specific educational contexts. Behaviorism informs the use of reinforcement and assessment practices to encourage desirable behaviors and monitor progress (Skinner, 1953). Cognitivism guides me to focus on mental processes such as memory and problem-solving, incorporating strategies like scaffolding and explicit instruction (Piaget, 1972). Constructivism emphasizes learner-centered activities that promote critical thinking and collaborative learning, fostering a sense of ownership and intrinsic motivation (Dewey, 1938). By integrating these theories, I cultivate a versatile pedagogical approach tailored to individual and group needs.

Classroom management is a critical aspect of fostering an effective learning atmosphere. I believe in establishing clear expectations, promoting respect, and employing formative assessments like quizzes and reflective journaling to gauge student understanding (Doyle, 1986). These assessments provide ongoing feedback, enabling me to adjust instruction proactively. I encourage open communication and student voice, believing that a sense of autonomy and safety enhances motivation and participation. Furthermore, I recognize the importance of cultural responsiveness and inclusivity, ensuring that my teaching practices honor and celebrate the diverse backgrounds of my students (Gay, 2018).

I advocate for a student-centered philosophy, where fostering relationships and community within the classroom promotes engagement and learning. Teacher-student rapport, built through genuine interest and empathy, serves as a foundation for academic success (Pianta, 1999). I continuously reflect on my teaching practices, seek professional development opportunities, and collaborate with colleagues to refine my pedagogical approaches. Ultimately, my goal is to nurture lifelong learners who are equipped with critical skills, ethical values, and a passion for continuous growth and service to society.

References

• Biesta, G. (2015). The Beautiful Risk of Education. Routledge.
• Dewey, J. (1938). Experience and Education. Macmillan.
• Gay, G. (2018). Culturally Responsive Teaching: Theory, Research, and Practice. Teachers College Press.
• Pianta, R. C. (1999). Enhancing Relationships Between Teachers and Children. American Psychological Association.
• Piaget, J. (1972). The Psychology of the Child. Basic Books.
• Skinner, B. F. (1953). Science and Human Behavior. Macmillan.
• Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Biesta, G. (2015). The Beautiful Risk of Education. Routledge.
• Bigge, L. M. (1982). Learning Theories for Teachers. Harper & Row.