How does your educational philosophy apply to your practice or beliefs of teaching (instructional

models)?

As an educator, I have taught for many years while being unaware of the philosophy to which I
subscribe. Today, after reviewing the long history of various educational philosophies, I adhere
to the philosophies which take a student-centered approach. Among these are: progressivism,
social reconstructivism, and existentialism.
To start, I am a firm believer in the progressivist agenda. Progressivism seeks to develop
curriculum around the needs and interests of the student. The curriculum is focused on active
engagement and teaching learning skills and values. It aims to educate the student as they are
in the present and not what they will become in the future. I subscribe to this philosophy
because I agree that we should take a holistic approach to education instead of focusing on
intellect and test scores. Furthermore, I agree that the best way to learn is by doing, not just
reading about or memorizing. Lastly, I agree with this philosophy because it incorporates
intrinsic motivation instead of attempting to motivate student with things outside of
themselves.
In my classroom, these methods appear in many forms. I always try to use active-
learning activities wherever possible. I utilize group-work activities to enhance social skills and
problem solving. Also, I try to turn dull tasks in to exciting games to boost engagement.
Furthermore, I try to implement drama and roleplay wherever possible. When teaching new
vocabulary, I often have students play charades or try to act out the words being taught. In
addition to the coursework, I try to teach life skills and values such as practicing mindfulness
through tai chi, yoga, meditation and breathing exercises. Even if my students can’t remember
the subject material, I hope they maintain the skills and values I have instilled in them. As an
educator, I try to consider all aspects of the student which may impact their learning: “did they
eat breakfast before school? What are their parents like? What do they do at home and after
school?” These are questions which I ask myself on a daily basis. When teaching new
vocabulary, I often have students play charades or try to act out the words being taught.
In addition, I agree with the philosophies of social reconstructivism for several reasons.
First, I agree that we should empower students as agents of change. Next, I believe that we
should teach students to view life and experiences through a critical lens. Likewise, I uphold
the philosophy of existentialism because it seeks to explore the value of human existence. As a
spiritual person, I believe it is extremely important that we look beyond the physical form of
learning. We must also consider the psychological and spiritual aspects that connect to our
purpose in life. Lastly, I agree with this philosophy in that the students should be able to
choose their teacher and not the other way around.
In my classroom, I often ask students to consider problems within their local
environment. Next, I ask them to develop solutions to the problems. When questioning
students, I always ask them to think critically about their answer, even if I know it’s correct.
To summarize, I strongly agree with the philosophies that take a student-centered
approach. These methods allow the students to take ownership of their learning.
Furthermore, they allow the teacher to serve as a guide instead of a lecturer or authoritarian.
Lastly, they place priority on the present experience and not the happenings of the past or
assumptions about the future. I try to implore as much of the progressive philosophy in my
classroom as possible but sometimes the administration makes it difficult to do so. Here in
Vietnam, the methods are extremely traditional. I often have to engage in the process of rote
memorization and even witness incidents that would be regarded as corporal punishment in
the USA. However, I still maintain the belief that I am here to carry on the legacy of professor
John Dewey through my work.