Artifact #3

Artifact #3-Philosophy of Education

Mikala Miles

Edu 201-1011

May 5, 2021
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I’ve been surrounded by teaching all my life. My grandpa was a teacher. My dad was a

teacher’s aide and my older brother was as well. But the person who has had the biggest impact

on me and my philosophy for education would have to be my mom. I had a front row seat to my

mom’s adventures into teaching from college courses, first year teaching, and now she is close to

retirement. I’ve seen the ups and downs and seen true dedication and passion. Both my parents

took great joy in their work and really had a passion for it. I’ve also had some pretty impactful

teachers who have inspired me to want to become a teacher. Through them I’ve seen the direct

difference and change that a teacher can make in a student’s life. Whether it’s providing a room

for children to go to on lunch and just opening the space for students to turn to and feel

comfortable, or treating students like they deserve, such as listening to the student or treating

them with respect and as though they are an equal and not just someone to teach, it affected me.

I think that’s my main drive behind why I want to be a teacher. I have a very nurturing spirit and

believe that I could use that spirit to help foster good relationships and help my students learn by

creating a warm and comfortable environment where students feel free, relaxed and ready to

learn. I’ve also worked in a school setting for 6 years now so I have some knowledge as to how

to work with students. Whether as a whole group, small group, or one on one, I’ve developed

strategies to be successful in each situation, as well as how to handle most behaviors. From my

field observations I have also learned more about just how important it is to foster healthy

relationships with students, as well as checking in with them and making sure they are okay…

no matter the age.

As for what educational philosophy and psychology orientations fit me best I would have to

say Existentialism and Progressivism. I feel this fits me best because I believe that no two

students are the same and that they should be treated as such when it comes to how they learn,
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how they should be taught, and interests of the student. As for psychological orientation I would

say that I have a more humanistic approach to teaching. I believe that individual

self-actualization in a student is the most important and should be a priority. A student should be

able to learn and experience the world and find out who they are, rather than fit into a societal

box. If I had to name a historical event that has affected the way that I think about students and

schools I would have to say the pandemic has changed a lot of my views. I used to be so hyper

focused on the standards and curriculum for students. The questions of have they learned enough

or could they learn more. I used to worry about whether or not my students were meeting their

goals and whether they were accomplishing all they needed to before they next year. But now I

look more to what the student can accomplish and what they can achieve. I still challenge them

but I don’t rush their knowledge. I also have taken more time to just be with my students. To see

how they are doing and learn more about their passions. I also have noticed the shift within

schools, and that students' mental health is a priority. I believe that though distance education

was great for health concerns and for the addition of not losing a school year in its entirety, it did

affect a students’ social skills. That is why I believe that a student being able to figure out

themselves as well as their interests is important, because to be able to express your beliefs or

what you have personally learned, you need to know more about yourself and your environment.

A students’ social skills are so important and should also be enhanced.

I would like my classroom to rely heavily on Kagan’s cooperative learning structures. At first

glance, this cooperative learning technique seems like traditional group work, but there's a major

difference: It's impossible to hide in a Kagan classroom because each student must "participate

frequently and approximately equally. Research supports findings of "improved academic

achievement, improved ethnic and race relationships, improved social skills and social relations,
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and increased liking for self, others, and school." Since these are personal goals of mine for my

future students I believe this learning structure works the best. The elementary school that I work

at has implemented Kagan into some classes so I have witnessed the benefits to the Kagan

method and the difference to a classroom using Kagan and a classroom not using Kagan. Many

of the strategies within Kagan provide ongoing formative assessments. Such as when students

are participating in Quiz-Quiz-Trade, Rally Coach, and Number heads etc. I feel that by doing

the constant checks with formative assessments that students will be more successful on

summative assessments. Because they are held accountable throughout the learning process the

teacher is provided with constant feedback to adapt and differentiate instruction.

During my varied volunteer and career experiences I have already had many opportunities with

students from a multitude of backgrounds and learning abilities. Working with these students

and beside other educators who inspire me has given me focus and direction into my own

teaching. I plan on continuing working with the school district while I earn my degree, and call

on my background teaching preschool, volunteering in Uganda, and working as an SPTA for

CCSD to inspire and inform my learning.