Running

Head: EDUCATIONAL PHILOSOPHY

Educational Philosophy: Progressivism

Josie Parry

South Dakota State University

Educational Philosophy

I was a ten-year-old widow on the Oregon Trail. My responsibilities included providing

resources for my seven children, and I lost two of my young ones to unexpected accidents along

the route. As I worked alongside three other couples, we learned to cooperate as a group to

achieve the best results, always trying to avoid a disaster along the way. Our goal: reach the end

of the trail before any other group. A widow on the Oregon Trail was not the only character I

tapped into in fourth gradeI also portrayed myself as SuAnne Big Crow in our annual wax

museum. Dressed as this prolific high school girls basketball player, I described Crows feats as

my own. You see, Vikki Hasche, my fourth grade teacher, was a progressive educator and a

good one! As a result of Mrs. Hasches philosophies and approaches, I experienced learning in

many unique manners that year, and the lessons she taught us will remain with me always.

According to Kauchak and Eggen (2011), ones philosophy of education is a set of ideas

and beliefs that guides teachers actions and provides a framework for thinking about educational

issues (p. 197). The philosophy of the instructor greatly affects both the explicit and implicit

curriculums executed within a classroom. After taking the educational philosophy inventory, I

found myself labeled an individual who respects progressivism in the classroom; I was excited to

be awarded this philosophy as my own. Mrs. Hasche became one of my favorite teachers in

elementary school, and thinking I could someday be as effective and influential as her delights

me.

Progressivism in the classroom started in the late nineteenth century when John Dewey

expressed the need to reconstruct the relationship between the teacher and the student. Rather

than the teacher acting as a mere lecturer and exam distributor, he or she should instead serve as

a guide to the pupil. A progressive classroom functions as more of a democracy than a traditional

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classroom; students in this environment are expected to take responsibility for their own

education with teachers acting less as authoritarian figures (PBS, n.d.).

Progressivism hinges on guided discovery through activities and hands-on projects,

which is why it fits perfectly into a primary classroom. According to Osman (2010), teachers

should offer alternatives to students when planning teaching activities; then, students choose the

activities they want to participate in (p. 2). When young students are given autonomy to choose

what enterprise they will engage in, they are more likely to immerse themselves in the objectives

given by the teacher. Within a progressive elementary classroom, there are six golden rules for

engaging students in learning activities: make the content meaningful, foster a sense of

competence, provide autonomy support, embrace collaborative learning, establish positive

teacher-student relationships, and encourage the students to master the content (James, 2015).

After carefully researching the idea of progressivism in the classroom, it is no surprise to

me that I am destined to be a teacher with a progressive outlook. As opposed to strictly giving

lectures and worksheets, I will have my students rely heavily on cooperative learning and guided

discovery to learn the presented content. For example, if I were to teach a social studies lesson

on the country of Mexico, I would group the students into factions of three or four. Each set

would use technology to research a holiday that takes place in Mexico (the Day of the Dead, for

example), and then give a presentation to the class about how and why the holiday is important

to the culture. Custom clothing, fascinating foods, and riveting rituals could be a few topics

included in the demonstrations given by the students. Perhaps a group of students would

demonstrate how to create a mask for the event, or give a presentation on how to make

churros. No matter what the students chose to engage in, they would learn not only the

fundamentals of the holiday, but also the importance of autonomy and working in a group.

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Educational Philosophy

As a progressive educator, the structure of my classroom will certainly not be typical.

The theory of constructivism will be implemented in every practice. The traditional idea of lining

desks up in a perfect row will be dismissed in my future classroom, and I will instead create an

arrangement of desks that allows for full group discussion. Although I understand there will be

size constraints within my classroom, I hope to incorporate a library and a science center with

the space I am allotted. When students create projects they are proud of, I hope to scatter them

around the classroom. For example, when I am giving a lesson on the solar system, groups of

students could create a model of the planet assigned to them. The planet figures could then hang

from the ceiling; not only will this give the students pride, but it will also demonstrate the

content learned during the activity. Play and discovery will be key components of my classroom;

it will be in the spirit of a childrens museum.

Progressivism pertains to almost any INTASC standard. My favorite standards happen to

be number three, four, and five. After first learning about the standards and all they entail, it is

interesting to take a progressive view on them. The standards recognize adapting instruction,

strategies, and motivation and management, in that order.

INTASC standard three states, The teacher understands how students differ in their

approaches to learning and creates instructional opportunities that are adapted to diverse

learners (Kauchak & Eggen, 2011, p. 518). Author Carol Ann Tomlinson wrote an instructional

book on possible differentiating needs within a classroom. In her work Tomlinson mentions her

influential mentor, Mary Ann Smith. According to Tomlinson, Smith believed each student of

hers was a dreamerShe found time for each child at many points during each day The time

she spent with individuals differed in format and content, and the opportunities and guidance

differed according to the nature of the dreamer and the dream (Tomlinson, 2014, p. 50). As an

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Educational Philosophy

instructor, I must understand each student is an individual Each student has personalized goals

they strive to achieve. Diversity does not take place exclusively with learning abilities but also

involves cultural diversity, economic diversity, and developmental differences.

Diversity will most certainly be present in my classroom and in various forms. I will

have students from different cultures and ethnic backgrounds. Not being fluent in the English

language, they may come to school anxious and confused. These detriments will most certainly

compromise their ability to learn, and therefore I will need to adjust the way I present

information in a progressive manner. Rather than forcing the students to write a story in proper

English, I might allow them options of how they want to transmit the story: through pictures,

actions, music, or possibly short segments of English words. The students will then be engaging

in more creativity and will feel more comfortable with the task at hand.

INTASC standard four states, The teacher understands and uses a variety of

instructional strategies to encourage students development of critical thinking, problem solving,

and performance skills (Kauchak & Eggen, 2011, p. 518). Classrooms based around a

progressive framework employ guided discovery and cooperative learning. Whitaker (2014)

states, by including the instructor as a guide during discovery learning, students can still be

involved with an active learning strategy, utilize previous knowledge and experiences, and not be

wary of learning inaccurate information. Guided discovery can be used as a vehicle for learning

in multiple instances in numerous courses (pg. 1). Within one elementary classroom, there are

several ways in which individual students learn. Guided discovery and cooperative learning

tends to all learning styles, enabling the students to work together and come up with solutions to

a problem.

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Educational Philosophy

In my future classroom, guided discovery and cooperative learning will allow my

students to engage with real-word problems and will contribute to their individual development;

in other words, the strategies I choose to engage in will align with the philosophy of

progressivism. For example, if I choose to do a lesson on climate and weather, I will have the

students record the daily temperature and weather in our hometown. In order to record these

results, students will learn how to use thermometers and rain gauges, and they will also learn

how to cooperate in a group. The outdoors will most definitely be utilized during this lesson,

which will effectively introduce the kinesthetic learning style every elementary student needs.

Throughout this lesson, my students will learn basic weather patterns that happen near them, and

how to deal with serious weather issues as they arise.

INTASC standard five states, The teacher uses an understanding of individual and group

motivation and behavior to create a learning environment that encourages positive social

interaction, active engagement in learning, and self-motivation (Kauchak & Eggen, 2011, p.

518). In order to be a successful instructor, I need to push my students to have self-determination

and motivation. Students increasingly tend to become intrinsically motivated when teachers

expect more autonomy from the students. (Kaufman & Dodge, 2009). William Glasser,

mastermind of the choice theory, believes student behavior is created individually, and

teachers need to be sure of meeting the student psychological needs in order to have a successful

classroom Four psychological needs must be met: the need to belong, the need to hold and

maintain power, the need for fun, and the need for freedom (Bucher & Manning, 2002).

In order to have a progressive classroom that focuses on the whole child as a student, I

need to understand how children function individually. When a student acts out, I will not simply

assume that the child has behavioral issues, but rather I am not meeting the needs of the student.

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Educational Philosophy

Maslows hierarchy of needs is something that I will keep in my mind as a teacher, for an

unfortunate behavioral issue could arrive at any moment especially at the elementary level!

For instance, if one of my students consistently interrupts me while I give instructions on a new

project, I will not call them out in the front of the whole class. Rather, I will allow the other

students to start on their project while I have an individual meeting with the disruptive student

about why he or she acted out and how he or she can become a better student. If something is

missing in the childs life, either at home or at school, I will try to determine the cause behind it.

Perhaps mom or dad just lost their job? Maybe the child is being excluded at recess? I will have

the student keep a journal where feelings will be recorded (angry, sad, happy, tired, etc.), and at

the end of the week discuss why he or she was feeling that way.

After researching in depth the idea of progressivism in the classroom, I realize I truly am

destined to be a progressive instructor. It excites me to think of all the ways I can effectively

teach my students, and they all involve the aspects of progressivism: real-world problem solving,

individualized development, personalized content, working with peers as a team. The fact that I

have the opportunity to positively influence the education of a young student is incredible. The

INTASC standards I must meet as an instructor will be greatly influenced by the progressive

viewpoint of a teacher. Caroline Pratt, an American progressive educational reformer, once

stated, The most important phase of a childs life was the beginning of it. He must be started

right (Quotes About Progressive Education, n.d). Elementary teachers are a group of strong

individuals who lay out the foundation of a childs social and academic lifestyle. I cannot wait to

be a part of the team.

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Educational Philosophy

References

Bucher, K. T., & M, L. M. (2002). Exploring the foundations of middle school classroom

management. Childhood Education, 78(2), 84-90. Retrieved from

http://excelsior.sdstate.edu/login?url=http://search.proquest.com/docview/210380512?acc

ountid=28594

James, N. P. (2015, December 11). Golden Rules for Engaging Students in Learning Activities.

Retrieved April 17, 2016, from http://www.edutopia.org/blog/golden-rules-for-engaging-

students-nicolas-pino-james

Kauchak, D. P., & Eggen, P. D. (2011). Introduction to teaching: Becoming a professional. New

York: Pearson Learning Solutions.

Kaufman, A., & Dodge, T. (2009). Student perceptions and motivation in the classroom:

Exploring relatedness and value. Social Psychology of Education : An International

Journal, 12(1), 101-112. doi:http://dx.doi.org/10.1007/s11218-008-9070-2.

PBS (n.d.). John Dewey (1859-1952). Retrieved April 17, 2016, from

http://www.pbs.org/onlyateacher/john.html

Quotes About Progressive Education. (n.d.). Retrieved April 18, 2016, from

http://www.goodreads.com/quotes/tag/progressive-education

Samanci, O. (2010). Democracy education in elementary schools. The Social Studies, 101(1), 30-

33. Retrieved from

http://excelsior.sdstate.edu/login?url=http://search.proquest.com/docview/596721054?acc

ountid=28594

Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All

Learners, 2nd Edition. ASCD.

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Whitaker, B. D. (2014). Using guided discovery as an active learning strategy. NACTA Journal,

58(1), 85. Retrieved from

http://excelsior.sdstate.edu/login?url=http://search.proquest.com/docview/1508540895?ac

countid=28594

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