My Personal Philosophy of Education and Teaching

Introduction: What Education Really Means

Education is the process of establishing a solid, long-term foundation for the future of society through the development, training, and teaching of children — guiding them into professional young adults. Education is, in a very real sense, creating and forming this country. Many people view the teaching profession as low-paying and thankless. Yet the visibility of a teacher's success is not limited to watching children recite the alphabet or seeing their faces light up when they discover that 2 + 2 = 4. A teacher's success is also evident on graduation night, in those graduates entering the workforce, landing their first well-paying job, and succeeding at it. The results of the teaching profession are equally transparent when inventions are created — such as the Internet, computers, and advanced communications technologies. In this essay, I will discuss my philosophy of teaching, the methods I would use to prepare aspiring teachers, and the methods I would employ as a classroom teacher myself.

Education is constantly being researched, revised, and updated. In the very near future, those updates will likely happen more frequently and more rapidly, as we are living in an ever-changing environment. At present, there is genuine uncertainty about where to go. Many authorities who plan educational curricula are left wondering how and what to teach children to handle the pressures of society when adults themselves are uncertain. I would let children know — in a subtle way, of course — that many adults share this uncertainty, because children can sense it anyway. I do not believe children would feel any less secure if that uncertainty were acknowledged openly with them.

Building Confidence, Competitiveness, and Individual Identity

"We as teachers do much more than impart information. We constantly evaluate, adjust, and tailor our resources so they are best suited for each student's needs. Effective teachers know their students well and make learning meaningful for each one" (N.A., 1997). Any teacher can program stored knowledge into a student's mind, just as a programmer stores data in a computer. Too often, however, a student's knowledge is evaluated solely on their ability to memorize material and write correct answers on tests. The student is rarely tested on the actual application of that knowledge.

I would work on helping children gain the confidence they need to market and present the skills they have worked so hard to develop. Without the ability to present themselves effectively, the confidence to convince an employer they are competitive, or the belief that they can succeed, all of their technical skills are equivalent to information locked in a filing cabinet — existing but hidden, never serving a purpose. With this in mind, I would place a strong emphasis on competitiveness. Many educators feel that competition is detrimental to children's self-esteem. I believe, however, that the younger children are when they learn about competition, the better equipped they will be to survive in the real world. Competition allows one to measure their abilities against those of peers, and students can use that information as a tool to improve their own performance. Even if a student does not surpass or equal the level they are striving for, they will have made more progress than they would have without a specific goal to aim for.

While building children's sense of self-worth, it is equally important that they are accepted as individuals — for who they are. Much emphasis has been placed on distinguishing racial identities, but that is not the complete picture of respecting a child's identity. Many educators and students have been conditioned to believe that if a child cannot achieve competitive grades, there is a problem that must be addressed. Ever since the education system was established, there has been a persistent struggle to get children to perform well academically. Grading systems have been changed, altered, and revised for children who struggle academically, and specialized learning programs have been developed to assist them. Every child does need a basic academic education; however, children who are not academically successful often excel in other talents or abilities. One of my objectives as a teacher would be to help each child become the best version of themselves, based on their individual identity. No educator can determine what a child's individuality is — that is for the child to discover.

Fostering Independent Thinking and Decision-Making

Another objective for my teaching would be to get students to think critically and make their own decisions. As Lipman (1998) argues, "Higher-order thinking is also characteristic of the citizens in those societies that exhibit higher-quality democracy." Individuals who make the most effective decisions do not automatically develop this mindset simply by living; rather, those who decide well have had a foundation in which to learn independence and great leaders as role models.

If children are to learn to think independently, they must experience the feelings and responsibilities that come with making decisions and standing by them. Many adults avoid making decisions, and when they do, they are easily influenced and often change their minds. When decisions are changed too frequently, goals are never achieved. Making decisions is a significant responsibility. If children are taught to make small decisions in safe environments — such as the classroom — where the consequences are manageable, they develop the skills and confidence to make and stand by choices in higher-stakes situations. This valuable life skill takes years to develop; in many ways, it is less a skill that is learned than a personality trait that the individual gradually becomes.

I would cultivate this characteristic in students by gradually guiding them toward making simple decisions. I would take the time to know each student and understand their unique interests and feelings. Making students feel comfortable in the act of deciding is just as important as encouraging them to think for themselves. I would begin by getting students comfortable with being the only person to raise a hand in class in response to an unpopular opinion — and then sticking with that position. It is important that they not only learn to stand up for what they believe in, but also feel secure and at ease expressing individual viewpoints. Research on higher-order thinking skills consistently supports this kind of active, student-centered approach to developing critical reasoning.

Conclusion: A Commitment to Teaching

Finn, C. E., Jr., & Kanstoroom, M. (Summer 2000). Improving, empowering, dismantling. Public Interest, 140, 64.

Lipman, M. (May/June 1998). Teaching students to think reasonably. Clearing House, 71(5), 277.