Personal Educational Philosophy Scoring Rubric 1 2 3 4 Length of Paper |. Less than Three Thee double-spaced | Four double-spaced Five or more double: | double-spaced pages. | pages pages spaced pages Tniroduetion | Thete no Gear “The intoducton slates | The niroducton clear | The iaoduction is inviting, introduction tothe _| the purpose, but does not | states the purpose of the | encourages the reader to. purpose ofthe paper or | adequately preview the | paper, previews the team more about the is structure structure of the paper and | structure of the paper, but | candidate's philosophy, and does notengage the | does not engage the |_| clearly states the main | reader reader. pas and the purpose of | paper information meludes | information nelades few | Information includes some | Information ncudes very few, ifany, ofthe | ofthe knowiedge, sis. | ofthe knowledge, skis, | thorough delineation of the Ih knowledge, skis, and | and dispositions of and dispositions of kngwiedge, skis, and mensions | Gspostions af effective | elective teachers effective teachers: clearly geen: tetace teachers; aticulates | aniculates some best | ariculates several best | efeners; clearly atculates fewbest pracices of | practices ofeffectve | pracices of effective many best practices of effective teachers | teachers teachers effective teachers integration of | Does not include Offers few examples of | Offers examples, values, | Offers qualty details and Experiences, | ®*2mples of personal | experiences, values, and | and beliefs toilustrate the | exgrples about personal | iets, a beliefs related to commitment to dispositions Votiets to itustrate support | Values isposttons dispositions. Examples of dispositions [scams add litle tothe discussion | Incorporation | Connections belween | There is ite connection | There is some connection | There sa song | orTheories and | te wite’s expression | between the vrter's between the witers connection between the nae cofpiiosophy and | expression of philosophy | expression of philosophy | writer's expression of readings | curriculum theory, | and curriculum theory, | and curriculum theory, | phisophy and curriculum practice, constructivist | practice, constructiist | practice, constructivist | yor. practice, | tneory and readings | theory and readings theory and readings onstrucvist theory and | completed in courses | completed in courses, | completed in courses. _| readings completed in are unclear or Few points are supported | Most points are supported | courses. All points are __| unrelated with references. with references, supported wih references Sequencing? | Many points are notin Some points arenotin | Points are made ima | Points are made ina logical | "Transitions | logical order. The | logical order, the way they | logical order the way they | order: the smooth fow | | | paper tacks are presented makes the. | are presented sometimes. | efftvely maintains the | | organization. The ‘writing dificult to follow | makes the writing difficult |e fn rater oa | | tanstions beween | and ess interesting to follow oriess interesting | jAcleases the ease of | paragraphs anaior | Some tansiions work | forthe reader. Transtions |/reading. A variety of clear ‘eas are unclear or | well but connections | show how ideas are transitions are used. They nonexistent amongideas are fuzzy. | connected, but there is__| clearly show how ideas are J ite variety. connected Conclusions | There is no clear “Tie conclusion is The conclusion & The conclusion sation concusion, the paper | recognizable; but does not | recognizable: tes up _| and leaves the reader wth ends with no summary | tie up several loose ends. | almost alloose ends ina | an understanding of the Statement. It simply summary statement. vill’ points; offers a ends. sulpiary statement. looks | | Aenara tte ttre, ses | | 2 quote, otes a ungue | expatnoe, 1 Many grammatical, | Several grammatical | One or wo erors im No grammatical | speling, or punctuation | capitalization, speling, or | grammer, capitalization | captaization, speling, or errors; errors interupt | punctuation errors; the | andfor punctuation, the | purtuaton errors: the the flow. | eorsinterupt the ow. | papers easy to ead. | parr is exceptionally easy | foread | Proper Use of | Some sources are not | Allsources (formation | Allsources (information |All sources (infomation and | Citations accurately | and graphics) are and graphics) are graphics) are accurately | documented | accurately documented, | accurately documentea, | dgetinented in APA format | | butmanyare notin APA | but afew are not in APA | | format format "Passing is 25/36 with no score of a one. \Running Head: MY EDUCATIONAL PHILOSOPHY 1 My Personal Philosophy of Education "Aaminah Durham, Wesleyan College Author Note This paper was prepared for EDU 201, taught by Professor WileoxMY EDUCATIONAL PHILOSOPHY 2 My Personal Philosophy of Education My educational philosophy cannot be grouped into one category. As Roberson (2014) states, “No time period in the history of American education has been immune to the multiplicity of ideas regarding teaching and learning available for discussion or argument” (p. 340). Therefore, | pull from various areas of thought in developing my educational philosophy. The one that all concept of perennialism that states that all students are valuable and worth te ing persons in the education field should recognize. The aspect of elassroom discipline in which itis a teacher's job to train her students to be orderly and on task is something that also draws me to perennialism. At the same time, I am attracted to a progressive classroom because it encourages learning for the purpose of helping the student develop skills to aid in solving the problems of our society. It is these ideas and more that help shape my own personal philosophy Historically, the purpose of school was not to produce critical thinkers and active decision makers. It was for the student to come to receive basic knowledge to maintain the existing conditions of the society (Stevenson, 2007). I believe just the opposite of this, School is a central learning hub to facilitate students on their journey to becoming the problem solvers of the world, The ultimate goal of the leaning process should be to turn out students eapable of using their knowledge to assist in furthering the progress of their communities. There are countless communities in need of repair and assistance and who better to aid these communities than the people who live or lived there every day. Students need to be taught not only the basics eryday life. If this is of reading, writing, and math but also how to apply these concepts done, students will be more eager to learn because they feel that the information they receive actually relates to themMY EDUCATIONAL PHILOSOPHY 3 | also am a firm believer that educational labels should be done away with. Labeling a child as ADD or ADHD does nothing but cause the child to be hindered by being placed in a “labeled box.” Thomson (2012) notes, “When an individual is publicly labeled, certain negative qualities are assigned to them; they are actually forced into the deviant role” (p. 159). All children are born with the ability to learn even if they do so in different ways. There should not be just one way that children are taught but rather teaching styles individualized to student's learning styles. No child starts off werse to'learning. It just takes the right teacher to foster learning in that child. Ifa chile is being actively engaged, I believe this also reduces behavior issues in the classroom. A student does their best learning when learning from a teacher that keeps their attention. Because of this, they are less likely to give the teacher trouble and more likely to give the teacher their best. As Sullivan, Johnson, Owens, and Conway (2014) reiterate, *...a focus on engagement rather than punishment is likely to lead to better learning and behavior” (p. 53). At the same time, the child should also recognize that their teacher is not afraid of dishing out the consequences for unproductive behavior. One may question the ways in which we can engage our students. First, I feel that although classroom curriculums give structure and balance to our school systems, teachers should be allowed flexibility in what, when, and how the lessons are taught. Those who develop the curriculums are not the ones who spend time everyday with students, Who better than the teacher to know what her students would enjoy or when they are ready to move on? Second, I do not advocate teacher lecturing. I know from personal experience that most students find this method to be boring and quickly lose interest in the teacher and the topic. The teacher should actively involve her students by asking questions, leading discussions, and giving them freedom to work independently as well as working in gfoups. Students will also feel more engaged if theyMY EDUCATIONAL PHILOSOPHY 4 feel they can relate to their teachers and the subject matter being taught. In a study done by Francois, she found that middle and high school students at an urban school saw their reading dramatically improve when they could relate to characters and situations in their reading material. Students also felt they could relate better to their teachers when they saw their teachers reading material on subjects that the students enjoyed (p. 144-148). In addition, the content that students receive should be material they will use in their everyday lives as well as content that will prepare them for college and adulthood. All too often, I and others in my personal circle ariped about having to take a course and never seeing the material again. We questioned the purpose for even having to learn it and thought it a supreme waste of time to have to do so. One aspect of our current school system that particularly bothers me is testing methods. It seems as though schools are now only concerned with how students’ test scores will make them look rather than if the child is actually learning. Teachers spend their time and effort preparing children for standardized testing but are students actually grasping and understanding the information? Test scores can also cause a child to view themselves and their learning abilities fiom that standpoint alone. In my opinion, test scores alone do not determine whether a student ichers should have students “regurgitate” what they lean understands the subject matter. T through thought provoking questions and discussion. Testing has its place but it should not be the determining factor of whether a child is smart or not. I am also a strong believer in making sure a child understands one concept before advancing to a new one. Learning is like building a house. You cannot put up the frame until the foundation is laid and you cannot add bricks until the frame goes up. Its the same with learning in that a child cannot understand a new coneept until the one that preceded it is mastered. pssMY EDUCATIONAL PHILOSOPHY Imagine a first grade classroom full of bright-eyed 6-year olds ready just waiting to be filled with knowledge. These 6-year olds are future doctors, lawyers, and teachers. They may grow up to invent the cure for cancer or solve our sustainability issues. Itis the teacher’s job to cultivate these young minds so that they may go forth from their classrooms to help their K itity to learn even if they may not learn in communities. These graders all have the same al the same ways. However, the teacher should focus on the eagerness to lear instead of their learning differences. Involve the students by having them work in groups and asking questions. 6-year olds are very active and excited so having them work hands-on is especially important. At this point, first graders are receiving their foundation for the rest of grade school Care and time should be taken in making sure they understand the basics. The student should not feel rushed because the teacher makes sure that each one is confident in a new concept before moving to a new one. If this is not done, the student may encounter trouble in their studies later on, AC6, first graders can get a little rowdy and be tempted to misbehave, but 2 instead want to do their best. At the same they are wraptured by their teacher and lessons they will not even find the time to act up. They will me, they should realize that their teacher will have them face the consequences if rules are broken. | feel that at 6, students are too young to be assessed through standardized tests. They still have a long road ahead of them and having their intelligence determine by a test only hinders them on that path. The teacher could still administer small tests throughout the year but not to the extent that the children feel pressured. Instead, children at this age can be assessed through oral feedback and hands-on activities. I believe my emerging belief system is one that gives teachers and students more freedom inside the classroom, The classroom should still be a structured environment but not one that is stiflin, ‘The teacher can cooperate with her students in finding common ground on what worksMY EDUCATIONAL PHILOSOPHY for their situations. This would ensure eagerness for learning from all students throughout their educational journeys. Children should not feel pressured by tests but should instead find the willingness within themselves to do their best. In the end, this leads to graduates with open minds ready to improve the world and the problems that we face today. si [a-MY EDUCATIONAL PHILOSOPHY 7 References Roberson, S. (2014). Improving Teaching And Learning: Three Models To Reshape Educational Practice. Education, 134(3), 340-358. Stevenson, R. B. (2007). Schooling and environmental education: contradictions in purpose and practice. Environmental Education Research, 13(2), 139-153. ‘Thomson, M. M, (2012). Labelling and self-esteem: does labelling exceptional students impact their self-esteem?. Support For Learning, 27(4), 158-165. Sullivan, A. . Johnson, B., Owens, L.. & Conway, R. (2014). Punish Them or Engage Them? Teachers8apos; Views of Unproductive Student Behaviours in the Classroom. Australian Journal Of Teacher Education, 39(6). Francois . C. (2013). Reading Is About Relating: Urban Youths Give Voice to the Possibilities for School Literacy. Journal Of Adolescent & Adult Literacy, 37(2), 141-149.