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Philosophy of Education

Madison Fowler

Arizona State University

SED 464: Middle School Curriculum and Organization

Teri Thomsen

09/15/2021
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Philosophy of Education

In exploring the various teaching methods and theories of education, there are a few key

strategies that may be utilized to build a classroom that idealizes academic proficiency and

emotional stability. These components are the most crucial to fostering comfort in the classroom,

as well as success for future generations. As a future educator, formulating this philosophy is a

crucial part of my educational journey, which includes my personal belief about the purpose of

education and the mindset I expect of my students, their families, and the community

surrounding the school.

To put bluntly, the purpose of education is to ultimately prepare students for success in

life. However, there are a number of ways to do this. Most teachers will agree that academic

success is vital to preparing students for further education, careers and prosperity in professional

settings. However, there are many lessons students learn within the classroom that do not have

anything to do with literature, math, science, or history. Rather, these lessons are ones that will

follow students for a lifetime. They regard love, friendship, emotion regulation, respect, and

empathy. These social emotional learning skills are of upmost importance for students, especially

as they enter their adolescence and transition into adulthood. In fact, “Issues such as discipline,

disaffection, lack of commitment, alienation, and dropping out frequently limit success in school

or even lead to failure,” (Zins et. al. 2007). Teaching social emotional learning assets will

prevent the need for harsh disciplinary actions, assist in building a connection between student

and teacher and therefore prevent failure between both parties. These skills, in combination with

academic mastery will create the ideal classroom scenario.

In order for this to work, it is the teacher’s responsibility to act as a lead more

knowledgeable other for their students. The teacher should be accessible to the student at
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appropriate hours of the school day, whether that is in person, online, or via phone. Additionally,

they will need to equip themselves with the appropriate coping mechanism and classroom

management techniques to run a classroom effectively. After all, it would be inefficient and

unprofessional for teachers to lash out or break down in front of students.

On the other hand, this method of classroom management and strategic teaching also

calls for the students to fulfill their role. Students, in accordance with teacher behavior, should

come to class willingly and put their best foot forward each day. Of course, there are going to be

days where students struggle due to events outside of their control. However, it is in the best

interest for them and for the class in general to leave their worries at the door. This is going to

also rely on the involvement of the families of each student and the community in which the

school is encompassed. Much like with parenting, when it comes to teaching: it takes a village to

ensure a prosperous future for all students. 

In the final analysis of my educational philosophy, it is clear that there is an emphasis on

social emotional learning, a theory that emphasizes empathy, emotion management and

identification, as well as promoting student communication skills. These are all assets I find

useful in my life personally. By incorporating these enlightenments into my academic lessons

about history I will be able to encourage healthy mental stability and social interactions among

my students. This will ultimately allow them to flourish in all lifestyle scenarios such as

relationships, job interviews, and careers, thus creating a chain reaction of professionalism and

kindness.
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References
Zins, E. Joseph, Michelle R. Bloodworth, Roger P. Weissberg & Herbert J. Walberg (2007) The

Scientific Base Linking Social and Emotional Learning to School Success, Journal of

Educational and Psychological Consultation, 17:2-3, 191-210, DOI:

10.1080/10474410701413145