PHILOSOPHY OF EDUCATION

My belief is that the main purpose of education is to instill life, college, and
career readiness. While preparing students to meet todays challenges may be
daunting, educators can be a positive force in the lives of their students. Effective
education involves endorsing high standards and expectations for all students and
teachers alike. While effective education can be a difficult concept to distill, it is my
personal belief that it is inclusive, relevant, hands-on, and promotes critical-thinking
skills.
Regardless of a childs race, socioeconomic status, or perceived academic
ability, it is my role as an educator to help him or her feel valued and capable in my
classroom. If I wish to foster effective education, I must also continuously educate
myself on the pertinent issues and become an advocate for better, more inclusive
methodologies. In determining my own curriculum, for instance, I will employ a
culturally-responsive approach. The works of literature I select for study will include
those written by women and minorities. I strongly believe that multiculturalism must
be at the forefront of lesson plan development if students are to receive a wellrounded, equitable education. Through my studies and experience, I have found
individuals learn best when the curriculum is not only relevant to their lives, but also
allows them to take ownership of their education. I believe I should incorporate the
students funds of knowledge and understand that not all students learn in the
same way or process information similarly. All students possess intelligence,
although perhaps not as it is traditionally defined.
Another aspect of my personal educational philosophy is that I feel it is
essential for teachers to employ pedagogical practices which include criticalthinking and hands-on learning. Through a pedagogical process that promotes
critical thinking, students become more thoughtful consumers of information and
media. They are able to make more informed decisions. Also, I firmly believe that
hands-on, kinesthetic lessons create more engaged learners. In a classroom that
instills and encourages both critical-thinking and hands-on learning, students
become the actors in their education, not just silent spectators. For example, two
such practices I would like to promote include constructivism and Theatre-inEducation (TIE). Both constructivism and TIE incorporate a variety of instructional
techniques that engage all types of learners. Constructivism posits that learning
should be an active process where students prior knowledge and experience is a
critical component of instruction. Learning is therefore more relevant and involves
the students funds of knowledge. TIE also engages students through techniques
such as role-play, drama-based games, tableau, and storytelling. As opposed to rote
learning or lecture, these pedagogical methods are student-centered and designed
to deliver entertaining lessons that are hands-on while also promoting criticalthinking.
Although my philosophy of education has had many incarnations, the themes
never seem to change. My experience working in schools for over three years and
as a M.A.T graduate student at Westminster College, has reinforced my pedagogical
values. I believe strongly that inclusivity, relevance, hands-on learning, and criticalthinking skills are foundational to effective education.