Running head: PERSONAL PHILOSOPHY OF EDUCATION 1

Personal Philosophy of Education

Jessica A. Moran

Regent University

In partial fulfillment of EFND 595 Field Experience/Student Teaching ePortfolio, Spring 2017
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Introduction

The desire to teach has been engrained in my heart and tangibly expressed in my life for

many years. I attribute the initial flame to a love of children and the influence of beloved literary

characters, such as Anne Shirley (Montgomery, 1908), or Miss Honey (Dahl, 1988); each

treasured their students unequivocally, designed instruction with purpose, and centered on

student needs. While it is easy to allow education to be about the teacher, it is far more

significant to

realize that teaching is more than knowledge of subject matter, pedagogy, and perhaps

the gifted ability to interact with others. It includes a set of understandings, activities,

interactions, relationships, beliefs of families, children, communities, democracy, ethics,

forms of inquiry, critical thinking, and creativity. (Nichols, 2011, p. x)

High quality instruction is spread across and rooted within even the thinnest of places, giving

students the opportunity to find transferable meaning in their academic, social, and lifelong

endeavors (Bransford, Brown, & Cocking, 2000; Stronks & Stronks, 1999). Through my time at

Regent University and because of personal experiences within student teaching, my philosophy

of education has revealed a heart inclined toward serving each student, their family and my

colleagues with a sturdy foundation in Christian beliefs.

Personal Statement of Philosophy of Education

Every child that enters my classroom must realize they are not there solely to learn

(Nichols, 2011). Rather, they are to be part of a family, the running of a home, and in turn the

development of a sense of purpose for the world they step into. This is only possible if I teach

intentionally from a locus of relational connection, providing real-life contexts for students to

grasp onto within their lessons (Nichols, 2011). In accordance with such teaching, learning
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should be constructed by the student through higher-level questioning, inquiry-based learning,

and meaningful links to both their and global cultures (Ritchhart, Church, & Morrison, 2011;

Marshall, J.C., 2013). On my part, instruction must be well scaffolded for the aforementioned to

[probe] prior knowledge (Marshall, 2013) and provide experiences [higher level]

questions, provoke discourse, and encourage experimentation and deep thought (Bergin &

Bergin, 2015, p.120; Nichols, 2011). Finally, it is significant that as an educator I know

[my]self (Selig, Arroyo, Jordan, Baggaley, & Hunter, 2010, p.109) and continually reflect on

my strengths as well as my weaknesses. The author of Acts says For in him we live and move

and exist (17:28, NLT) which is indicative of our need to first seek God, placing Him at the

center of our teaching and interactions; it is only then that we can truly reflect Him inwardly and

thus outwardly.

Relational Education

Developing connections with students is nonnegotiable considering that human beings

are relational creatures (Genesis 2:18, NLT). I view my daily interaction with students as an

opportunity to demonstrate my involve[ment] in the whole child (Nichols, 2011, p.3) both as

a guide and director (Dewey as quoted by Nichols, 2011). As discovered through research

for the Schoolwide Positive Behavioral Intervention and Supports system (SW-PBIS), behavioral

issues do not just occur in the classroom, but within school corridors, restrooms, cafeterias

playgrounds (Putnam, Handler, Ramirez-Platt, & Luiselli, 2003, p. 583) and on the school bus

(SWPBIS for Beginners, 2017). Thus, my taking the time to get to know each student, including

what motivates and frustrates them, will have a ripple effect on their concept of self, actions, and

overall academic achievement; this concept is expressed by Joe D. Nichols (2011) as a matrix

that involves purposes, values, and faith (p. 18). Instilling the foundations of such a matrix may
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occur in simply taking the time to [build] community (Hunter, 2015; Moran, 2016) by

greeting students each morning as they arrive. Thus, educators will help students feel seen

[with] an act of sincere recognition of each child, every day (Kriete, & Davis, 2016, p. 55).

When this state of mind is achieved, they will be more likely to feel excited and driven regarding

their future learning.

Student-Centered Learning

While students enter a classroom with a multitude of experiences and conceptions of the

world, this should not imply they are all correct or strongly connected (Bransford, Brown, &

Cocking, 2000). For inquiry-based or constructivist learning to be successful, I must be aware of

existing incomplete understandings, the false beliefs, and the nave renditions of concepts

that learners bring to a given subject (Bransford, Brown, & Cocking, 2000, p. 10; Nichols,

2011, pp. 34-35). This data may then be used to design and differentiate lessons, remediation,

and formative and summative assessments.

I believe the use of this data creates a sturdy scaffold from which learners will feel

confident to begin their journey, thus having more confidence and control in constructing another

leg of their educational path. Within Visible Thinking, David Perkins writes When learners get

comfortable thinking with the ideas in play, those ideas become far more meaningful. Horizons

of application open up (Ritchhart, Church, & Morrison, 2011, p. xiv). Thus, once the

foundation is set in place by the teacher, students are far more likely to drive forward, whether in

that subject or in their learning. It is then my responsibility to foster a positive manner

(Robertson as referenced by Hanes, 2011, p.85) and [commitment] to growth (Cox, 2011,

p.224) within my moral principles and faith.

Self-Reflection and Growth

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If I am to develop, grow, and apply what I have learned as a teacher, I must continually

reflect on my successes and failures on multiple levels. For example, while a lesson may be well

designed, it could be derailed in an instant by my response to student misbehavior, a lack of

effective classroom management, or absence of student relationships. If I should choose to move

on without space to consider what failed, my teaching will inevitably become stagnant and

fruitless. As an educator, I am not a body standing at the front of the room but a steward,

deeply accountable for the outcomes (Nichols, 2011, pp. 25-26) of the students and school at

large. It is suggested by Neil Postman and Charles Weingartner, authors of Teaching as a

Subversive Activity (1971), to consistently ask: (1) What am I going to do today? (2) Whats it

good for? and (3) How do I know? (as quoted by Nichols, 2011, p. 41). This encourages an

inclination toward regularly critically assess[ing] (Nichols, 2011, p.41) everything I do,

teach, and rely on. Thus, this ongoing self-evaluation will ensure my overall efficacy and direct

contribution to students meaningful learning. Within this reflection should be space for what I

did well and what I could improve upon the next time, along with any questions I may have to

pose to students, colleagues, or administrative staff.

Evolution of Beliefs

While I have always known that I wanted to be teacher, my views on educational

pedagogy, my approach to working with children, and my handling of difficult days has evolved.

Though I knew each student learned in various ways, I had no concept of how to differentiate. As

I worked increasingly with children who had special needs, I realized the significance of even

minor modifications, and the impact of celebrating achievements as if the student was on an

awards show. In combination with my educational program, these experiences led to further

research into how I could better accomplish this in the classroom. I began to rely less on the I
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teach, you do method, and instead leaned into an I introduce, then you ask, discover, and

learn model of student-directed, student-centered, and inquiry-based learning (Tomlinson, 2001;

Larmer & Mergendoller, 2010).

Developing this growth-mindset has enabled me to value flexibility within teaching. As

someone with a tendency toward perfectionism, planning for differentiation within my lessons or

even in the moment has helped me to embrace not only going with the flow, but the willingness

to change its direction. There is another side to my letting go of perfectionism that I had not

considered until my first placement: seeing the beginnings of it in someone else, specifically a

child. Witnessing a handful of students crumble if their writing or drawing did not look

impeccable broke my heart. It helped me to realize that I needed to represent the significance of

appreciating mistakes and moving forward, being a role model for [my] students and showing

them how to love and learn like Jesus taught (Laudan, 2015). As I move forward in my career, I

pray that God continues to gift me with a heart of adaptability to best work with each student and

the needs they bring to my classroom.

Statement of Goals

My greatest desire as an educator is to prohibit stagnancy from becoming a possibility.

Paul writes that Christ will make his home in your hearts as you trust in him. Your roots will

grow down into Gods love and keep you strong (Ephesians 3:17). Thus, my prayer is to ever be

growing; if I am actively seeking growth, I hope that a seed will be planted and that students,

too, will pursue learning all their lives. My students deserve commitment to relevancy, both

academically and technologically, and it is my duty to provide a foundation for the tools they

will need in todays world. I will fervently seek professional development opportunities through

mentorship, reading, journal subscriptions, conferences, and courses. To effectively apply my

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knowledge, I will maintain accountability from my colleagues, professors, and other staff

members to keep abreast of the efficiency of my educational practices. Alongside this, I will

intentionally develop relationships with my students to instill a sense of care and of purpose as

they enter my room each morning. When I connect, they will as well, even if it does take some

time.

Influence of Faith

As I rise each morning, I seek the Word of God with a journal nearby; for much of my

life, I witnessed my mother starting her day in the same way. Thus, I often refer to and rely on it

as a trellis for my day and week of teaching. I have always carried a passion to love and serve

others, though it took some growing up before I realized it was not a burden to have a heart ten

sizes too large. In contrast, God has fine-tuned and moved my days with this gift, for as Peter

writes:

Most of all, love each other as if your life depended on it. Love makes up for practically

anything. Be generous with the gifts God gave you, passing them around so all get it

on itThat way, Gods bright presence will be evident in everything through Jesus, and

hell get all the credit as the One mighty in everything encores to the end of time. (1

Peter: 4:7-11, MSG)

Having a foundation of generous love has helped me to better apply the fruits of love, joy,

peace, patience, kindness, goodness, faithfulness, gentleness, and self-control (Galatians 5:22-

23, NLT) in my seeking to be a work[er] for peace (Matthew 5:9, NLT). Just as I should not

risk stagnancy in professional growth, my spiritual gifts must be frequently used and reflected

upon.
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In Romans, Paul emphasizes using ones gifts gladly. Dont just pretend to love

others. Really love them. Hate what is wrong. Love what is good. Love each other with a

genuine affection, and take delight in honoring each other (12:8-10, NLT). It is my constant

prayer that I can embody this love of Christ in my future classroom. As an educator, I am full of

confident hope (Romans 12:12, NLT) that God will equip me for a successful career, not

only on good days, but especially in the tests and challenges that will arise. Whether they are in

my own heart, a students struggle to understand, a parent who has had a negative experience

with school, or a child that comes to me with a broken concept of love, He will be working in

[me] (Philippians 2:13, NLT). The essence of my career will always be Gods intrinsic gift: to

ardently love, encourage, and serve the students, family, and staff I work for with the heart of a

servant (Philippians 2:5-8, NLT).

Conclusion

Though a tree may shed its leaves at Winters arrival, it is hardly close to death. During

the trials of the cold months, it is using stillness to replenish its resources. Come Spring, a

display of its resurgent green reminds the world that it had been there this whole time, waiting

patiently to display the benefit of hope. This illustration has always reminded me of teaching, for

much like the seasons of austerity and abundance, it is not straightforward. Students will enter

my class with pre-conceptualized ideas and experiences, many with hearts that are already

beginning to harden. I aspire to approach teaching them with a heart and mind ready and willing

to grow alongside them, even in the spaces where it seems impossible. While I may not witness

the fruition my time with them firsthand, I pray that I may plant a seed of purpose and individual

value in their hearts, just as I know they will do for me.

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