Running Head: Philosophy of Education !

Philosophy of Education

Javier Zuloaga

Cal State Dominguez Hills

LBS 400

April 2018
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Philosophy of Education

The role of the classroom teacher is to provide a classroom environment that encourages

academic growth and that embraces students from diverse backgrounds while building

contributing members of society by creating a nurturing student to student and student to teacher

bonds. Without having a sense of community in the classroom, it will be difficult to connect with

students and parents which is needed in order to work together and learn from one another.

Teachers then have the responsibility of bringing out the best of their students and help build

them into confident students that have a love for learning. I believe all students have the ability

to learn and it's the teacher’s job to act as a facilitator in their students learning process. 


Learning should be meaningful and flexible to meet all students with diverse learning

capabilities. Teachers need to provide the necessary lessons so that students’ love and interest for

education flourishes. When students are presented with a meaningful learning activity and they

see how it can relate to their personal lives they will make it their priority to engage in classroom

activities. According to Peterson (2007) critical teachers are the most effective teachers because

they help students make connections between the curriculum and the world where students live

in. Educators have to help their students see the value of education and help students become

critical thinkers that analyze information so they will be able to make the best decisions both

inside the classroom and outside in their communities. Students will then see that having an

education is important because with it they will be able to change the world around them to make

it better according to their needs.

According to L. David (2014) Vygotsky’s Zone of Proximal Development is the distance

between a student’s ability to perform a task under adult guidance and/or with peer collaboration
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and the student’s ability of solving problems independently. Vygotsky believed that learning

occurs through social interactions which can be done through student group learning. Typically

instruction and learning in schools are teacher based where educators transmit their knowledge

unto students. However, L. David (2014) adds that Vygotsky believed that teacher and student

roles should be shifted to help facilitate meaning construction in students. Students would then

get a task that is in their ZPD as they work with others and receive scaffolding from their

teachers as they develop teamwork and individual growth through learning collaboratively.

Using ZPD will allow students to build on their skills and have an overall high quality education.

Working well with others is an essential skill that students they will use everywhere they go like

at a university or when they begin their careers. Therefore, collaborative assignments will be

included where students build a sense of working together while learning social skills and

building meaningful friendships that focus on the value of cooperation.


In addition, the teacher’s role is to lead by example by promoting justice, fairness, praise

good citizenship, and show respect towards their students. In the past some teachers

demonstrated discrimination and racism towards students who were from different ethnicities.

According to Christensen (2009) students like Wangari felt ashamed and intellectually inferior

for speaking in her native tongue because she would receive corporal punishment causing her to

feel embarrassed and humiliated (Christensen, 2009, p. 213). Instead of targeting and

dehumanizing students who are different, educators need to see that all their students bring

valuable knowledge and resources to the classroom that can benefit everyone and teachers have

to believe that all students have the potential to be excellent participants inside and outside of the

classroom without making students feel as if their cultural identities do not matter. This is why I
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agree with social reconstructionism. According to Cohen (1999), social reconstructionists and

critical theorists focus their students experiences and take social action on real life problems.

Furthermore Cohen (1999) argues that these kinds of teachers are “on a quest to create a better

society” by changing the system to overcome oppression and improve human conditions (Cohen,

1999).

Teachers should inspire their students to look into their future and motivate them to follow

their dreams who stand for social justice and stand against inequalities. My classroom will be an

environment that embraces all students, encourages them, and fills them with the skills that they

will need in their future so that they may become active contributing educated members of

society. Students will build a sense of pride and the joy that comes with accomplishing goals. My

goal each year will be to make sure that my students go onto their next grade level feeling

encouraged and motivated that they can accomplish anything as long as they are determined

which will make them academically unstoppable and ultimately successful individuals that have

a never quitting attitude. My promise to my students, to their families, and to their community is

to make sure my students have the best learning experience so that they are able to grow and

succeed not only in my class but through out their entire lives.
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References

Cohen, LeoNora,. (1999). Section III- Philosophical Perspectives in Education Part 3. Related

Theories of Learning (Psychological Orientations) Retrieved 2017, from http://

oregonstate.edu/instruct/ed416/PP3.html


David L, (2014, July, 23) Social Development Theory (Vygotsky). Learning Theories. Retrieved

from https://www.learning-theories.com/vygotskys-social-learning-theory.html.

Peterson, Bob. (2007). Teaching for Social Justice One Teachers's Journey. Rethinking Our

Classrooms Teaching for Equity and Justice. vol. 1. 28-34