Kaela Sakorafis

May 17th, 2020

Philosophy of Education

Education is a direct representation of opportunity in society, including both

learning life skills and the chance to fulfill dreams. With these ideas in mind,

educational leaders must have a student-centered focus within their classroom

valuing the strengths and goals of each student. A humanistic approach to teaching

helps to specify what each individual needs within the classroom not only in regards

to content learning but also focusing on emotional and behavioral factors.

In the world today, many students face hardships outside of the classroom

that directly impact learning. As educators, a positive and safe environment must be

the primary focus in order to produce growth in each student. The overall purpose

of creating this environment is to ensure that every student discovers his or her

opportunities and is aware of future potential through the educational experience.

An important philosopher, John Dewey, stated that “What the best and wisest parent

wants for his own child, that must the community want for all its children,”

(Noddings). Dewey makes an important reference, that we must provide every

individual with the opportunity to achieve to the best of their ability. The factors

that play into this include the modeled behavior of the teacher, methods of teaching,

and the content taught to each student. In the book “Leading Change in Your

School,” the author, Douglas Reeves, states that, “of all the things leaders do in order

to create the conditions for change, the most important are their thousands of

moments of truth when their actions speak louder than words,” (Reeves, p.12). I
believe that the actions seen in schools must be positive, thought driven and provide

progress for schools to achieve their purpose. Educators must be models of the

vision they want to achieve. The purpose of school must be to strive for embracing

creative minds that ignite individual passions and a love of learning.

While focusing on a student-centered environment, content must be

analyzed and delivered effectively. The responsibility of schools and teachers

includes education about creating members of society that have moral behavior and

compassion for others. In Ecojustice Education, it states that schools should

“challenge the silence in schools and prejudicial assumptions in curriculum

regarding class and other issues,” (Martusewicz, 153). Through implementing a

productive environment for all students, noting special needs of everyone, helps

students to grow confident in themselves as citizens and improve in all areas of

their education. When teachers are compassionate and empathetic towards their

students, they can positively change the learning environment.

Along with teaching content and modeling good citizen behavior, educators

must have the ability to teach to a diversified environment with setting high

expectations for all students and providing the means necessary to reach them.

Using a growth mindset approach, students will become advocates for their own

learning while being supported by the teacher. Providing an environment, where

mistakes become valuable assets to learning teaches students to overcome any

obstacles that they face in the classroom and throughout their lives. In a case study

about growth mindset the results showed that, “school leaders must consider

faculty perceptions, explore their openness to change, and gather data on faculty’s
beliefs about whether their school works together to help all students learn and

grow,” (Hanson). When school leaders understand the views of the staff, the culture

can be uplifted by growth mindset practices in order to strive for continuous

growth. Students must have the ability to think critically about their choices within

the classroom, in order to have personal motivation to have success with their

education.

Lastly, teachers and administrators must be models of lifelong learning. It is

evident that the quality of teacher in a classroom, makes a great impact on students.

Although teachers gain much experience and skills over the years, those who work

in education must take on a path of continuous learning. In order to have the best

for students, we must be trained on data driven instruction and high quality

practices that hold value in our schools daily. If teachers and administrators set an

example for students as learners as well, students will have exceptional role models

while also receiving the best possible instruction.

Overall, educators take on a responsibility helping students succeed in all

aspects of their lives focusing on individuals and their goals. Elizabeth Herbert, a

formal principal, indicates that in school leadership, specifics are minor in

comparison to, “possibilities, community, large purposes, vision, and ideals,”

(Herbert, p.5). If teachers and school leaders view schools with a bigger picture

mindset of helping shape communities, schools have a greater driving force to be

successful. By teaching content that applies to real life students will not only gain

the educational tools that they need to succeed but also have skills in being

productive member of society. Through creating an environment that values

overcoming challenges through growth mindsets, students will have more

confidence with their tasks in the classroom and will in turn become lifelong

learners.

Works Cited

Hanson, J., Bangert, A., & Ruff, W. (2016). Exploring the relationship between school

growth mindset and organizational learning variables: Implications for

multicultural education. Journal of Educational Issues, 2(2), 222-243.

Hebert, E. A. (2006). The boss of the whole school: Effective leadership in action.

New York, NY: Teachers College Press.

Noddings, Nel. Philosophy of Education. 3rd ed. Boulder, CO: Westview,

1995. Print.

Martusewicz, Rebecca A., Jeff Edmundson, and John Lupinacci. Ecojustice

Education: Toward Diverse, Democratic, and Sustainable Communities. New

York: Routledge, 2011. Print.

Hebert, E. A. (2006). The boss of the whole school: Effective leadership in action. New

York, NY: Teachers College Press.