Name: Marjoure P.

Suarez

1st Year MAED-TLE

Course: ED200(4058 | 4052 | 4047);2021-2022_1STSEM-SEM

Date: September 18, 2021

My Personal Philosophy of Education

Experience, instruction, a blending of former educators' beliefs, and an

inherent sense of what is good have all influenced my philosophy of
teaching and learning. In the following seven believe statements, I've
attempted to summarize this ideology. I believe that learners are unique
individuals with their own set of needs and abilities, and that they should
be encouraged to take charge of their own education as they grow older. I
believe that a teacher's primary responsibility is to facilitate learning by
providing opportunities for students to learn. I believe that the learning
process is diverse, unique to each student, but with common threads of
purpose in addressing the learner as a full person. I believe that the
curriculum is a set of criteria that should be presented to students in as
compelling a manner as possible, to suit their requirements as much as
feasible. I believe that the learning environment is a public, shared space
that must be inviting, safe, and under the control of people who use it. I
feel it is critical to acknowledge and appreciate the diversity that develops
from the environment, as it gives a wealth of chances for students to learn
and grow. Finally, I believe that to be an effective facilitator of others'
learning, I must actively pursue chances to expand my own knowledge on
a continuous, life-long basis. Allowing myself time to critically reflect is part
of this. These seven beliefs are at the heart of my present teaching and
learning philosophy. This is a developing philosophy that is greatly
impacted by personal experience and driven by a desire to teach and
learn. It is my aim that these two passions will combine to instill a love of
learning in the students in my care.
The first, and often shortest, step in the creation of a philosophy is to
articulate it. To determine its validity, it must be measured against a set of
recognized criteria or standards. I'd want to compare my personal
philosophy of teaching and learning to George Counts' five philosophical
concepts.

The first of these criteria is that my ideology be founded on my personal

experiences. For the past 7 years, I've worked in a private school handling
different subjects as well as in public school, and this, combined with my
own educational background, has allowed me to observe dozens of
teachers up close. As a result of my diverse experiences, I've developed a
philosophy that emphasizes the learner as an individual. Students bring a
variety of biological, psychological, and social experiences to the
classroom, which I recognize through my philosophy. Each of these
experiences is welcomed and validated in my philosophy, which values the
benefits they offer to the learning environment.

Despite its briefness, my philosophy has a broad scope. Its emphasis on

individual needs is counterbalanced by the concept that the classroom
should embrace variety and that everyone should have a voice. The
concept that the classroom should be welcoming, safe, and tolerant of the
environment's diversity recognizes all aspects of each learner's social
background while striking a balance between serving individual needs and
educating them to be accepting, contributing members of society.
Similarly, as learners develop, they are increasingly expected to take
responsibility for their own learning, balancing the needs of childhood with
those of maturity.

In every way, this philosophy is very consistent. Students are being taught
to be responsible for their learning and their classrooms so that they can
be responsible for themselves and their environment later in life. The goal
of this concept has been to foster a sense of self-worth while
simultaneously recognizing the importance of all other participants. If my
job as a teacher is to help students succeed, it's only natural that the
environment I establish in the classroom be one that welcomes all
students and prioritizes their safety. It also follows that a curriculum that
considers the diversity of the environment promotes the achievement of all
students in the classroom and beyond. In its focus on my own self-
development, this philosophy integrates practicality. If my theory is
evolving, it stands to reason that it will remain relevant and adaptable to
each given period and place in which it is practiced. Similarly, if I am
always improving my skills through lifelong learning, my methods and
philosophy will be in line with current trends and represent what is best for
students.

Students should be able to succeed in their current and future

surroundings because of this sensitivity to and absorption of new
educational approaches.

My worldview cannot help but be fulfilling to its adherents since it

integrates sensitivity to contemporary educational "best practices," the
distinct individual needs of pupils, and the diversity of the environment.
Students' needs will be served, and their social background will be
accepted and validated. I'll be happy, too, because I'll have grown as a
person because of my desire to learn and experience more. Based on the
evidence presented in the preceding five paragraphs, it is reasonable to
conclude that my teaching and learning philosophy is consistent with
George Counts' five philosophical concepts.

Within my philosophy, there are three belief claims that I would like to
defend in further depth. The first step toward a stronger defense of these
beliefs is to demonstrate that they are based on the theories of previous
educational philosophies. The first assumption I want to defend is that
learners are individuals with unique needs and capacities who should be
encouraged to take charge of their own learning, especially as they get
older.

Existentialism, Idealism, and Realism are three schools of educational

philosophy represented by this belief. Existentialism's founder, Soren
Kierkegaard, argued that each person has their own inner history and
makes decisions about their destiny (Stendahl, 1976). Idealism adherents
believe that "education" is "the process of unfolding and developing that
which is a potential in the human individual" (Van Nuland, 2001). Dr.
Howard Gardner, who created the notion of multiple intelligence, supports
the concept of the learner as an individual (Gardner, 1983).

The second notion I'd like to explain in greater detail is that a teacher's
primary function is that of a learning facilitator, generating opportunities for
learning that increase the likelihood of student success. Individuality is
emphasized in the School of Existentialism, which supports this belief. It
asserts that it is the job of the instructor to assist pupils in making their
own decisions and developing into their own individuals (Van Nuland,
2001). It also emphasizes that it is the role of the instructor to provide a
learning environment that allows pupils to express their subjectivity (Van
Nuland, 2001). According to the School of Idealism, it is the teacher's role
to promote learner awareness of ideas and serve as a cultural legacy
transmitter (Van Nuland, 2001). According to the Idealism school, a
teacher should expose children to cultural legacy wisdom so that they can
understand, share, and extend it (Van Nuland, 2001). Finally, the founder
of kindergarten, Freidrich Froebel, may be referenced in favor of this view
because he stressed the necessity of the learner's own self-activity (Van
Nuland, 2001).

The third and last notion I'd like to defend is that the learning environment
is a shared, public space that must be inviting, safe, and accountable to
those who use it. According to the school of Idealism, a pupil is a mind that
must be nourished and protected (Van Nuland, 2001). This backs up the
idea that the classroom should be a safe place to learn. According to
Idealism, the objective of a school is to expose pupils to cultural legacy
wisdom so that they might know, share, and extend it (Van Nuland, 2001).
If the classroom depicted in my personal philosophy is truly inclusive, it will
embrace the many different cultures represented in the classroom.

Finally, I'd like to demonstrate how my teaching and learning philosophy

will influence my teaching approach. The process of developing and
defending my thought has helped me to solidify my teaching philosophy.
This idea has alleviated a lot of my original apprehensions about teaching.
I am now convinced that if I stick to this attitude until it matures into
something better, I will be able to create the best learning environment for
the students under my care. My ideology will drive me to constantly seek
out better, learner-centered teaching methods. This philosophy will cause
me to be constantly aware of the value of the approaches others take to
teaching and I will be open to incorporate the ‘best practices’ I see into my
evolving philosophy.

Preparing a friendly, culturally varied environment free of discrimination,

gender bias, and violence is the challenge I am most looking forward to. If
I follow this concept, I will be able to create an environment like this in my
classroom. The principles of my philosophy will fuel my desire to create
this type of environment, as well as my excitement for teaching and
continuing education. As a result of this concept of teaching and learning,
these two feelings, enthusiasm, and passion, along with student success,
will become hallmarks of my teaching practice. I'm excited to put it into
practice and see how it progresses.

Gardner, Howard. (1983). Frames of mind. In Richard L. Bucko Brain

Basics: Cognitive Psychology and its implications for education. In
Kathleen M. Cauley(Ed.), Educational psychology 01/02 Annual editions.
(2001). Guilford, CT: McGraw-Hill Dushkin. Nelsen, J., Lott, L., & Glenn, S.
(2000). Positive discipline in the classroom. Developing mutual respect,
cooperation and responsibility in your classroom. Seneca Falls,NY: Parma
Publishing. Stendahl, Brita K. (1976). Soren Kierkegaard. Boston: Twayne
Publishers. Van Nuland, S. (2001). The developing reflective role model
teacher building a personal philosophy of teaching continues to meet and
debate philosophy. Retrieved February 2, 2002,from
http://www.nipissingu.ca/education/BEd/educ4204/educ4204.html.