Lessons in Life: A Teaching Philosophy
Though I believe that my educational and curricular philosophies are made up of a patchwork of each philosophical belief, the progressive philosophy best encompasses my core beliefs surrounding learning and teaching. The progressive philosophy, popularized by John Dewy in the nineteenth century, focuses on pragmatic, democratic learning and social living skills. Dewy proposed that education is a living-learning process, which should be fostered through active and interesting learning. Additionally, the teacher acts as a guide for the learning of problem solving and scientific inquiry, but is never seen as the active authority of students' learning. Learning is based on student interest, while integrating critical thinking and problem solving involving larger human problems and affairs.
There are many areas of the progressive philosophy that align with my personal educational philosophy. The first is the curricular ideals of progressivism. I am of the belief that students are motivated to learn when they are able to see how the material and subject matter directly relate to their lives. Progressivism, as explained by Dewy, does not believe in teaching facts, but instead focuses on knowledge and skills which can be directly applied to the students' lives. Progressivism also allows students to become involved in active, hands-on activities to promote growth and learning. This process of motivating students through focusing on their interests, paired with getting them to participate in their learning in an active way, is what I try to provide for my students.
Aiding and guiding students to become independent, critical thinkers is my main goal. Given the state of our federal and local curriculum and educational standards, the focus is on skills which are assessed yearly on a standardized test. While these tested skills may be transmittable to students' lives in the “real world,” I often question if my students are learning the skills they need to live and participate in a meaningful way in their societies. When our students leave school, will they be able to think critically and pragmatically about social and personal issues? Will they be able to analyze and criticize the world around them in a way that allows them to formulate solutions and results? I have come to the conclusion that even if they are not gaining these skills from the standards learned and tested by the government, it does not mean that they should not learn how to think and react in socially proactive ways. I am, as their teacher, leaving them unprepared to be active and productive citizens and thinkers within society if I am not guiding them in this direction.
The progressive philosophy most accurately aligns with my beliefs and goals as an educator. Allowing students' interests to guide the course of study, creating innovative and participatory learning opportunities, and guiding students to problem-solve and think critically and independently is what I strive to provide for my students in my classroom. Though I cannot say I am strictly progressive in my thoughts and teachings, I believe that one main purpose of a free and fair education is to help our students grow into active and productive members of a democratic society. This means when they leave school and enter the world they will have the skills and knowledge to make changes in their lives and the lives of others. Allowing students the opportunity to practice this kind of thinking and have these experiences inside the structure and safety of the classroom can only better prepare them to be active participants of society when they graduate from the Baltimore City Public School System.
There are many areas of the progressive philosophy that align with my personal educational philosophy. The first is the curricular ideals of progressivism. I am of the belief that students are motivated to learn when they are able to see how the material and subject matter directly relate to their lives. Progressivism, as explained by Dewy, does not believe in teaching facts, but instead focuses on knowledge and skills which can be directly applied to the students' lives. Progressivism also allows students to become involved in active, hands-on activities to promote growth and learning. This process of motivating students through focusing on their interests, paired with getting them to participate in their learning in an active way, is what I try to provide for my students.
Aiding and guiding students to become independent, critical thinkers is my main goal. Given the state of our federal and local curriculum and educational standards, the focus is on skills which are assessed yearly on a standardized test. While these tested skills may be transmittable to students' lives in the “real world,” I often question if my students are learning the skills they need to live and participate in a meaningful way in their societies. When our students leave school, will they be able to think critically and pragmatically about social and personal issues? Will they be able to analyze and criticize the world around them in a way that allows them to formulate solutions and results? I have come to the conclusion that even if they are not gaining these skills from the standards learned and tested by the government, it does not mean that they should not learn how to think and react in socially proactive ways. I am, as their teacher, leaving them unprepared to be active and productive citizens and thinkers within society if I am not guiding them in this direction.
The progressive philosophy most accurately aligns with my beliefs and goals as an educator. Allowing students' interests to guide the course of study, creating innovative and participatory learning opportunities, and guiding students to problem-solve and think critically and independently is what I strive to provide for my students in my classroom. Though I cannot say I am strictly progressive in my thoughts and teachings, I believe that one main purpose of a free and fair education is to help our students grow into active and productive members of a democratic society. This means when they leave school and enter the world they will have the skills and knowledge to make changes in their lives and the lives of others. Allowing students the opportunity to practice this kind of thinking and have these experiences inside the structure and safety of the classroom can only better prepare them to be active participants of society when they graduate from the Baltimore City Public School System.