Running head: PERSONAL PHILOSPHY OF EDUCATION 1

My Personal Philosophy of Education

Mariela Rodriguez

Wesleyan College
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My Personal Philosophy of Education

In thinking about what I believe about teaching, learning, and education in general, I

most closely related to the idea of progressivism. Progressivism is based on “real-world problem-

solving activities in a democratic and cooperative learning environment” (Webb, Metha, &

Jordan, 2010, p. 74). What this means to me is that as an educator, I am to give my students the

skills and abilities to know what works for them when learning. I must be able to promote a

classroom setting that rather than being a competition within itself, encourages cooperation all

around. In his article, David Labaree (2005) defines progressivism by stating:

It means basing instruction on the needs, interests and developmental stage of the child; it

means teaching students the skills they need in order to learn any subject, instead of

focusing on transmitting a particular subject; it means promoting discovery and self-

directed learning by the student through active engagement; it means having students

work on projects that express student purposes and that integrate the disciplines around

socially relevant themes; and it means promoting values of community, cooperation,

tolerance, justice and democratic equality.

When taking all of this into consideration and thinking about what it means, I can see myself

providing this type of instruction, environment, and direction for my students. From a young age

my parents allowed, and encouraged even, for me to make my own decisions. It taught me to be

independent and learn to think about what I was doing and the consequences that would follow. I

want to do that one day for my students.

Beliefs

Through progressivism, students are in control of their learning and the environment they

are in. Teaching students how to learn puts them in control of their learning and makes them
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dependable. Unlike most classrooms today that are teacher-centered, based on textbooks,

recalling facts, and test scores measuring what is learned (Lebaree, 2005, p. 275), I believe in

allowing students to take charge. This benefits them more and by following traditional methods,

as Littky and Grabelle (2004) mention, “too many of our kids are falling through the cracks,

getting lost without anyone even noticing they’re missing”. It is easy to plan and follow a lesson

plan and in order to not fall behind, we may sometimes overlook the students that have ‘fallen

through the cracks’.

In teaching the students how to learn, we are preparing them not only to succeed in the

class they currently are in, but in future ones and life as well. We present students with material

and it is in their hands to decide how to go about learning it. A teacher should be more of a

facilitator than someone that recites facts over and over in order for simple memorization from

the student. Not every kid learns by doing things one way. In her journal article, Jackie Blount

(2017), explains that Ella Young, one of the primary educators associated with progressivism,

often did not have one just one method to solve problems and she encouraged this thinking

throughout the school as well. Young was ahead of Skinner Elementary School in 1885 and “she

insisted that each [teacher and student] was to make her own contributions to the life and

interests of the school” (Blount, 2017, p. 413). This mindset empowered not only the teachers

but the students of the school as well to think differently and be proud of it.

Allowing students to work on projects and other activities that interest them to learn and

review material, empowers them and engages them much more than any assignment that can be

given just simply for a grade. Littky and Grabelle (2004) point out that “when we are interested

in what we are learning, no one has to force us to keep learning; we just do” and I could not

agree more. I deeply believe in the relationship between interest and effort and how far they can
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go, and as John Dewey (2009), widely known as the father of progressivism, says, “it is hardly

necessary to press the point that interest and discipline are connected”.

I agree very much with Littky and Grabelle (2004) on their thoughts on what students

should be:

Be lifelong learners, be passionate, be ready to take risks, be able to problem-solve and

think critically, be able to look at things differently, be able to work independently and

with others, be creative, care and want to give back to their community, have integrity

and self-respect, have moral courage, be able to use the world around them well, speak

well, write well, read well, and work well with numbers, truly enjoy their life and their

work.

They understand and voice that students should be so much more than just receivers of

information. Students should be prepared to think on their own, capable of cooperating with

others and their environment, and it is imperative for them to recognize the impact that they have

in society. I believe that from a young age we can teach this to kids and allow for their full

potential to be brought out and expanded on.

In My Future Classroom

Ideally in the next few years my classroom will be on the first grade hall. My three

previous placements have been in a first grade classroom and I have truly enjoyed both the

students/age group and the curriculum that they work with. Not every class setting goes as

planned, and I know this, but some ideas that I believe in and would try to implement into my

classroom as much as possible, follow.

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Purpose of School

As Webb et al. (2010) mentions, “school should model life, particularly a democratic

society” (p. 74). Keeping this in mind, I plan on promoting cooperation amongst my students to

prepare them to always be willing and effectively work with others. Teaching them to think

critically and develop problem-solving and decision-making skills (Webb et al., 2010, p. 74) that

can ready them for the society that they will one day enter.

Nature of Children

I think children are like sponges, they absorb everything around them. They are so easy

to teach right from wrong and are constantly progressing in their thinking, even on their own.

Children are capable for so much more than we often give them credit for and we should be able

to see and take advantage of such.

What Should Be Taught in School

In a world where I did not have to follow state requirements and standards, my approach

to what I would teach would be “experienced-centered, relevant and reflective” (Webb et al.,

2010, p. 74). Meaning that I would allow for my students to not simply learn traditional math,

history, and etcetera, but also, information that will help them in a real-world experience. I

would attempt to include interests that my students enjoyed and take them out to the community

and implement these while they also learn about social skills and be introduced to a world of

diversity.

Instructional Methods

As I have mentioned various times before, I believe in cooperation and hands-on learning

which can be through group projects. Applying and encouraging critical thinking, problem

solving, and decision making (Webb et al., 2010, p. 75) would also be vital in my methods of
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teaching. Through being hands on and working on projects together, students can easily be

supportive of one another in times of confusion. This would both limit my need to intervene and

also establish the cooperative setting I wish to see. Students often listen to and learn more from

their peers rather than an adult so this will help them in that sense as well.

Classroom Management

In managing my future classroom, I do not see myself constantly yelling, ‘Stay in your

seats! Raise your hands! Stop doing that!’. Through my ideas of allowing them to develop those

critical thinking and decision making skills, I want to allow them to be free to direct themselves

in ways they see fit. I want to be a guide for them and only have to step in as needed. With that

said, from an early start I do want to instill the value and meaning of our class being a family.

The sense of respect that we must all have for one another and that will also be implemented.

Through the class EDU 402, Classroom Management, we have learned from great educators

such as Ron Clark, Jim and Charles Fay, and Chris Biffle, to name a few, many techniques that I

wish to use. They each have taught me many different ways to engage students, discipline them,

and ensure Whole Brain Teaching.

Assessment

Instead of a traditional approach on assessing my students, I would use a way in which I

am continuously monitoring and evaluating as they work. Through the hands on learning

approach I wish to use giving constant feedback, negative and positive, I can be sure to resolve

and improve problems that the students may have at the time. Instead of sitting them down for a

multiple choice and written answer exam, allowing them to practice and expand on what they

have learned builds for a better understanding.

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Conclusion

Education should not be based on the assumption that all students learn one way or that

they should all learn what adults believe to be necessary. I believe in allowing students to take

their learning into their hands and guiding them on the correct path to mastery of the material.

We should prepare students to one day become the next President, the doctor that finds a cure for

the unknown, or whatever it is that they wish to be. Always pushing them to think outside the

box and be able to back that up. Limiting students’ thinking from an early age cuts their

imagination and creativity short and builds walls up around their thoughts. Teaching them to

work well with others, who may not always think like they do, prepares them for the real world.

Our world is not black and white and so we should allow them to always venture out and think

into the gray area.

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References

Blount, J. M., (2017). Ella Flagg Young and The Gender Politics of Democracy And Education.

The Journal of the Gilded Age and Progressive Era, 16, 409-423.

Dewey, J. (2009). Democracy and Education: An Introduction to the Philosophy of Education.

Retrieved from http://proxygsu-

wes1.galileo.usg.edu.wesleyancollege.idm.oclc.org/login?url=http://search.ebscohost.co

m/login.aspx?direct=true&db=nlebk&AN=313752&site=ehost-live

Labaree, D. F. (2005). Progressivism, Schools and Schools of Education: An American

Romance. Paedagogica Historica, 41, 275-288.

Littky, D., & Grabelle, S., (2004). Big Picture: Education is Everyone’s Business. Retrieved

from https://ebookcentral-proquest-com.wesleyancollege.idm.oclc.org

Webb, L. D., Metha, A., Jordan, K. F., (2010). Foundations of American Education. Upper

Saddle River, NJ: Pearson.