Chloé Combs

Educational Philosophy Paper

October 13, 2019

Introduction

As I have lived and worked as an educator for 7 years, I believe that

the purpose of education is to create a personalized learning experience

where students can learn and create by using technology with the guidance

and support of teachers, family members and community members. I

believe that education is a song. For a song to be successful there needs to

be a perfect union of various people and components. The teachers are the

producers, the students are the artists, family is the manager, the

community is the fan base and supporters, and the recording studio and

equipment is the technology used in the classroom.

Teacher

As one component of creating a song, the teacher acts like a producer

or songwriter. The beat and lyrics of a song are the foundation to a song

becoming a successful one. This is similar to teachers’ role of building a

strong foundation for students by giving them the knowledge and skills that

they need, not only to master the curriculum, but to also become successful

citizens in society. Teachers give students the knowledge, or the lyrics, that

will become the foundation for life. Teachers develop curriculum and deliver
the information in a way that best supports learning for the students in their

classrooms from year to year.

Student

The artist is also a major component in developing a song. The artist

sings the lyrics written by the songwriter. They have to take the words they

were given, make it their own, and perform in a way that is appealing to

listeners. Students are the artists. Students take in the information that

teachers give them, study, practice, analyze, apply and interpret it to then

deliver the information for assessment and real-life purposes. Students, like

artists, become the product of the development and teachings of their

support system. Students who have been developed, nurtured, and informed

become productive members of society who go out and make a difference.

It’s also important to note that students have to have a learning

experience that is unique to their needs in the same way that artists need

music and lyrics that are unique to their style. Students have to be able to

advocate for themselves and vocalize what their learning preferences are

and what they are most-interested in. This way, when possible, the teacher

is able to personalize instruction.

Family Members

Another component to developing a chart-topping song is the artist’s

manager. The artist’s manager not only ensures that things are lined up for

the artist to be successful, but also nurtures and guides the artist. Family
members are like the manager because family members encourage and

support the student. They help them study, they line up tutoring sessions,

and help organize the student’s schedule. Like managers, family members

also make sure that the student studies and practices to master their craft.

In addition to nurturing, encouraging, and helping to study, parents

also make sure that the education they are receiving is what’s best for them.

This is similar to what managers do for their artist. Marcovitz (2004)

discusses parental involvement in issues such as cafeteria food, the

curriculum, books that their child is reading, and more. Though, I believe

teachers generally do what is best for their students, sometimes parents

need to stand up for their child in issues that are not what’s best for the

student(s).

Community Members

The fourth component to a ensure a song becomes successful is the

fans and supporters. The fans encourage the artist, cheer for them and

support them. Community members fulfill this role by supporting schools

and being involved with the school’s mission statement. Patterson and

Horwood (1995) made the point, “An important result of this extensive

contact is the development of a body of taxpayers who are accurately

informed about and strongly supportive of the school and its programs.” This

supports the necessity of the involvement from community members, as

taxpayers and educators, in order for schools and students to be successful.

Community members don’t just financially support and encourage by paying

taxes, but they can also encourage students to find career paths.

Community members should be present in schools to help students see the

possibilities for them once they become adults.

Technology

The final component that is necessary to produce a song is the

recording equipment and studio. Technology in education is like the

recording equipment and studio equipment for an artist. It opens doors for

students to learn more than with non-technological classroom tools. In the

article “Multimedia and Technology in Learning,” Mantiri (2014) discusses

the importance of technology as a way for students to perform activities and

experience things that would be difficult and sometimes even impossible

without the use of technology. Technology can bring experiences into the

classroom that would otherwise be impossible. In science, students can

conduct experience without having all of the physical supplies and tools. In

social studies, they can go back in time and experience what life was like.

The list and possibilities go on. Technology is necessary to open doors for

students that they would not otherwise experience in a classroom, or

possibly even have the opportunity to experience outside of the classroom.

Conclusion

Therefore, I believe that the purpose of education is build a community

and team that supports the learning of each student in which they are able
to go out and become successful learners and adults in the world. As a

successful song relies on producers, songwriters, artists, managers, fans,

and recording equipment, a successful education relies on teachers,

students, family members, community members, and technological use. In

both cases, success is dependent on each doing its part.

References

Mantiri, F. (2014). Multimedia and Technology in Learning. Universal Journal

of Educational Research, 2(9), 589–592. Retrieved from

https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shi

b&db=eric&AN=EJ1053960&site=eds-live&scope=site

Marcovitz, H. (2004). Chapter 7: How Parents Can Influence the

Schools. Teens & Family Issues, 25–30. Retrieved from

https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shi

b&db=ndh&AN=12193895&site=eds-live&scope

Patterson, B., & Horwood, B. (1995). Community Involvement in Education.

Retrieved from

https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shi

b&db=eric&AN=ED398026&site=eds-live&scope=site