My Philosophy of Education

The purpose of education has changed from that of producing a literate society to that of
producing a learning society. However, although there are different points of views about the
purpose of education, I believe that the purpose of education is to support children in developing
skills and knowledge that will allow them to grow and be responsible and to prepare them for
society and the workplace.
I believe educational essentialism outlines perfectly my belief on the purpose of
education in our society. Essentialism is an educational philosophy that emphasizes children
should learn the traditional basic subjects thoroughly. Most importantly essentialists accept the
ideas that the core curriculum may change. This is essential because many teachers are used to
standing in front of the class and delivering the same message year after year. However,
essentialists are encouraged to adapt and adopt new practices that acknowledge both the art and
science of learning. They understand that not every child learns the same way, and by adapting to
new practices this will develop a close relationship between a knowledgeable, caring teacher and
a secure, motivated student.
Creating a positive classroom environment is crucial to the learning needs of the student.
Reason being is that classroom environment is the main environment that focuses on educational
concepts which includes the physical setting and the psychological environment. Firstly, the
physical setting of a classroom includes the class size. Studies about class size have examined
how class size influences student and teacher behaviors (Miller & Cunningham, 2011). In
general, smaller classrooms mean less stress for the student and teacher versus larger classrooms.
Smaller classes also mean that the students are able learn better because there would be more
time for questions from the students and in depth explanation from the teacher. Secondly, the

psychological environment consists of the notion of students feeling supported. Studies show
that there is a strong, positive relationship between students' level of motivation and
engagement and their perceptions of the classroom environment as being socially supportive
(Miller & Cunningham, 2011). Lastly, classroom rules and procedures should be introduced early
in the school year and consequences should be enforced consistently across students and
throughout the school year to ensure a functional positive classroom environment.
Along with creating a functional classroom environment, the teacher should also play a
positive role within this environment. Reason being is that teachers play various roles in a typical
classroom, but surely one of the most important is that of classroom manager. Effective
teaching and learning cannot take place in a poorly managed classroom (Blake, 2015). Within a
poorly managed classroom, the teachers find it hard to teach, and students most likely learn
much less than they should. In contrast, well-managed classrooms provide an environment in
which teaching and learning can flourish.
Enabling conversations about social justice empowers students to voice their concern and
question about unjust situations in their lives or in the lives of those around them. The first way
to promote social justice in the classroom is to create a community of conscience (Ross &
Bondy, 1993). This community of conscience ensures that students voices, opinions and ideas
are valued and respected by their instructor and peers. Teachers can establish a community of
conscience by creating rules that teach fairness in classroom discussions and behavior. For
starters it would help if students viewed each other not as competitors but as academic siblings
(Ross & Bondy, 1993). By doing this, the student will understand they must work together to
help each other out. Once the teacher is able to create this community of conscience, students
minds will grow and thoughtful discussions will arise. Students can thus facilitate conversations

about real-world issues that affect students everyday lives. Students need to be able to recognize
real-world problems and critically engage with these issues.
Teachers educational environment isn't confined to the classroom but, instead, extends
into the school and society. Instruction doesn't consist primarily of lecturing to students who sit
in rows at desks, dutifully listening and recording what they hear, but, rather, offers every child
a rich, rewarding, and unique learning experience (Sloan, 2012). Teachers obligation within the
classroom requires enforcing classroom management strategies. These strategies are likely to
help students develop and use community values and skills including compassion, mutual
respect and responsibility (Lanier, 1997). Essential communication and social skills necessary
for responsible citizenship include listening, expressing opinions, cooperating, and collaborative
problem solving. Teachers obligation within society is to counsel students as they grow and
mature. This will help them integrate their social, emotional, and intellectual growth. By doing
this, the student will use the knowledge gained to make better decisions in their personal lives
and will therefore, contribute valuably to society.

References
Blake, C. (2015, May 13). Teaching Social Justice in Theory and Practice.

Lanier, J. (1997, July 1). Redefining the Role of the Teacher: Its a Multifaceted Profession. A
closer look at what being an educator really means.
Miller, A., & Cunningham, K. (2011). Classroom Environment.
Ross, D., & Bondy, E. (1993). Social Education. National Council for the Social Studies, 57(6),
326-328.
Sloan, W. (2012, July). Educational Environment. Education Update, 54, 7.