...Date of Submission: September 4, 2010 Title of Assignment: My Educational Philosophy My Educational Philosophy I believe that education shapes the future of our children and that each child is an unique individual that has the potential to bring something new and special to the world. I look at each child as being the future Citizen, President, Doctor, Philosopher, Judge or Teacher of our future generation. My purpose as a teacher is to help children develop their potential by believing in them as capable individuals. I will serve them as a guide to help them exploit their potential and their abilities in order for them to believe that they can be the future leaders of our generation. I commit myself to educate each child in the physical, emotional, social, creative and spiritual aspects of their lives and make every day in the classroom the best learning experience for them. In order to help them, I will provide a safe and democratic environment were everyone will have the opportunity to express themselves and grow. As a teacher, I will promote literacy and teach basic skills, thinking skills, personal skills, social skills and values such as honesty, responsibility and self discipline to help construct their knowledge and personality. All these skills and values will be incorporated through themes, projects, group work, individual work and hands-on learning activities. By choosing teaching as my career, I have made the commitment to myself to be the best academic...
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...Standard 1: A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. The effective administrator: 1.1 Uses research about best professional practice. Cooperative Learning "Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other's learning." WHAT IS IT? Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. WHY USE IT? Documented results include improved academic achievement, improved behavior and attendance, increased self-confidence and motivation, and increased liking of school and classmates. Cooperative learning is also relatively easy to implement and is inexpensive. HOW DOES IT WORK? Here are some typical strategies that can be used with any subject, in almost any grade, and without a special curriculum: Group Investigations are structured to emphasize higher-order thinking skills such as analysis and evaluation. Students work to produce a group project, which they may have a hand...
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...do not have the tools or strategies for hiring administrators that are a good fit for their district or schools. Therefore, more time and money is spent on continuing the hiring process. Frequent turnover of administration at a school site reduces consistency and direction for the staff and students and ultimately affects student learning. Current testing instruments such as the Praxis Educational Leadership: Administration and Supervision Examination are effective as summative assessment of the candidate’s attainment of certain skills but an ineffective detector of how the candidate will perform as a leader (Clifford, 2012). This qualitative study will compare and contrast the hiring practices of elementary school districts. This study aims to identify common strengths effective school administrators possess as well as current tools and strategies used by effective hiring committees. This study will focus on the hiring process of elementary principals within school districts located in central California. The data, tools and strategies gathered in this study will provide educational leaders with an easy follow format to create their own hiring process. Quantitative problem statement Online education offers students an anytime and anywhere method of receiving an advanced education. Online education provides convenience and flexibility for students (Li, & Irby, 2008). Online students have the ability to continue with their everyday...
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...|AED/200 Version 5 | | |Contemporary Issues in American Education | Copyright © 2010, 2009, 2006 by University of Phoenix. All rights reserved. Course Description This course provides an overview of the teaching profession. It introduces the student to the various issues affecting teachers. Its primary focus will be on contemporary issues teachers and educators face in today’s schools. Throughout the course, all aspects of the teaching profession will be incorporated from the diversity of students in the classroom, to school organization and governance, to teaching philosophies and instruction. This course provides a foundation for understanding the education profession. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials ...
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...|PHILOSOPHERS |John Locke |John Dewey |Confucius |Maria Montessori | | | | | |(1870-1952) | | |(1632-1704) |(1859-1952) |(551-479 BC) | | |Classroom Engagement |Aptitude and knowledge are |Students would have a deeper |Character can be enhanced |Adjust the child’s | | |achieved by examples and |connection to the content |through education, |environment to allow the | | |rehearsals or repeating of |taught if they could relate |observation, and meditative|child to explore and to be | | |information. |it to prior knowledge. |thoughts. |creative. | |Teaching and Learning |Reading, writing, and math |Lessons should be interactive|Repetition and |No textbooks. Students | | |are not the only subjects |and meaningful. They should |memorization. |learning by interaction | | ...
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...| “To what extent if at all, does the Education Act of 1988 cater for the educated person?” Discuss. | PBL1012 – Education Law | 1/15/2014 | Malta’s state school is based on the British educational system, due to its colonial past. The law regulating Education in Malta (Act XXIV of 1988) defines the rights and obligations of students, parents, the State and Non-Governmental Organizations in the sphere of Education. There are various objectives the Act purports to achieve to cater for the educated person. These include holistic education and life-long education which are vital and fundamental to the whole purpose of the re-established Act of 1988. Holistic Education The Act caters for the “full development of the whole personality including the ability of every person to work”. This is what is called holistic education which is based on the principle that students find their identity and purpose in life by connecting to the community, nature and humanitarian values. The purpose of holistic education is not only to prepare students for academic success, but it also brings about a passionate love for learning and an intrinsic reverence of life. Indeed, they learn about themselves, healthy relationships, social responsibility, and compassion amongst other things. Moreover, it tends to eliminate the general and prevalent idea that attending classes/conferences/information meetings is merely done out of obligation. Rather, holistically educated people do so because...
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...ESE 633 Week 3 DQ 1 Concerns of the General Educator in the Co-Teaching Environment To Buy This material Click below link http://www.uoptutors.com/ese-633-ash/ese-633-week-3-dq-1-concerns-of-the-general-educator-in-the-co-teaching-environment This discussion is your opportunity to demonstrate mastery of the objective analyze ways to create a collaborative school culture to promote professional growth and leadership and analyze the value of co-teaching as an inclusion model of instructional delivery. The discussion represents your mastery of the Course Learning Outcomes 1 & 2 and MAED Program Learning Outcome 8 and reinforces your competency with the MAED Program Learning Outcome 7. Before the reauthorization of IDEA in 2004, schools were implementing inclusion, but it was not necessarily the ‘norm’; instead, children with a disability were educated in a self-contained classroom within the general school population. Included with the most updated changes was a closer alignment with NCLB (No Child Left Behind) requirement for data-based decisions, more rigorous standards and highly qualified teachers (No Child Left Behind, 2013). Teachers new to the field of education are being taught during their coursework how to implement inclusive, co-teaching practices and are therefore unfamiliar with past teaching practices. On the other hand, teachers who have been practicing for more than 10 years have experiences in both education environments. While it is clear that...
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...opportunities to collaboratively solve problems, share information, learn together, and plan for improving student achievement. Too often, students are not provided with work that is engaging, that meets high academic standards, and that is challenging and satisfying. Time is not always utilized effectively, and technologies that could enhance teaching and learning are either not available or not fully utilized. And our educational leadership preparation programs have not prepared their graduates to identify, address, and resolve these issues. My finding articles “Sculpting the learning community: New forms of working and organization” by Karen E. Watkins and Victoria J. Marsick, talk about how “school are communities in which learning is supposed to take place, but they do not always function well as learning communities. The important of this article is that it gives one version of targets, key aspect of learning organizations as the basis for self-examination. As the learner read the article, I automatically began to ask myself, how does this apply to my place of employment? How does our own company stack up? There is a set of question and/or direct description about each of the factors. The article is rich with examples on different levels of models and learning tools. It describes the theories that have and are driving schooling and reform in schooling...
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...Running Head: EDUCATIONAL PHILOSOPHY 1 Educational Philosophy MTE/501 EDUCATIONAL PHILOSPHY 2 Abstract I will discuss my beliefs about teaching, students’ abilities, knowledge and my philosophy on education. Teaching is approached different from each teacher to the teacher. I have the belief that every student need to be encourage so they can be something positive in life. My personal philosophy of education and all five philosophies could use in the classroom depending on the environment of the classroom. In my philosophy inventory I scored being a perennialism thinking in my approach about educating students, that the gives the human side of the science and focuses on personal development. EDUCATIONAL PHILOSOPHY 3 Educational Philosophy The belief about teaching is various from teacher to teacher. It has been long understood of that some beliefs are more important than others to educators. Since teaching beliefs are products personal beliefs and values of knowledge, society, education and politics, it is very hard to set apart from their life beliefs. Lucas (2002) stated, “Belief change during adulthood is relatively rare phenomenon the most common cause being a conversion from the authority to another on a shift. Individual tends to hold on beliefs based on incorrect or incomplete knowledge even after scientifically correct Explanations are prescribed to them.” The belief of students...
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...head: PHILOSOPHY OF EDUCATION 1 Philosophy of Education Exploring Different Aspects of My Philosophy of Education Brenda Jo Stone Western Kentucky University Author Note This paper was prepared for Teacher Leader 530, A70, taught by Professor Huss. PHILOSOPHY OF EDUCATION 2 Abstract The purpose of this paper is to define my educational philosophy so I may better understand the direction I take as an educator. The three educational philosophies I will investigate are essentialism, perennialism, and progressivism. The revelations I hope to disclose by this pursuit of fully comprehending my own personal philosophy of education will help me become a better teacher. It is through recognizing what compels my teaching methods that will allow me to see clearly the path I am taking as a teacher. PHILOSOPHY OF EDUCATION 3 Exploring Different Aspects of My Philosophy of Education There are three educational philosophies that I would like to explore deeper to better grasp where my own philosophy of education is rooted. I took the Inventory of Philosophies of Education and found that my responses to the questions lead me to determine that my philosophy of education is a combination of essentialism, perennialism, and progressivism (Sadker & Zittleman, 2009, p.186). These philosophies shape how I approach teaching, classroom management, group dynamics, and curriculum development. It is essential for me as an educator to understand what drives my teaching...
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...Educational Philosophies Elizabeth Howell Liberty University What is the philosophy of education? It is a set of ideas and beliefs that guides teachers’ actions and provides a framework for thinking about educational issues. (Kauchak and Eggen, 197) Teachers use philosophy everyday in their classrooms. From the time the first student enters their room until the last student walks out, philosophy is affecting the way the teacher runs his/her classroom and how they interact with their students. There are four different types of educational philosophies: Perennialism, Essentialism, Progressivism, and Social reconstuctionism. There are also five classroom applications that help teachers decide which philosophies are used while they teach. They are educational goals, curriculum, teaching methods, learning environment and assessment. My educational goal is to develop problem solving, decision making and other life skills. This is progressivism. Progressivism is an educational philosophy emphasizing real-world problem solving and individual development. I feel that knowing the curriculum is important but it is just as important to teach the students how to use those skills in the real world. We have to help students to develop social skills as well as academic knowledge. Progressivism says that the purpose of schooling is to develop students as completely as possible—physically, intellectually, socially and emotionally. I completely agree with this statement. ...
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...Educational Philosophy Paper Beliefs about Teaching and Learning A teacher should know student’s psychology and should be dedicated toward the job. She should have sufficient knowledge about her subject and set challenging tasks for students. Final and most important teaching is such a vast field of study that a teacher should also keep on learning. On the other hand, a student learns best when learning is authentic. To enhance student learning, the school’s environment should be based on students’ s emotional and educational needs. A teacher should maintain positive relationship with the student and seek different methods to help the students to learn. Students usually learn best when they know they can. Beliefs about Students Each student has different needs. To make the students learn teachers need to engage them actively in learning. Teachers need to teach them from their point of view that is how they can learn better? We need to use different instructional methods. Beliefs about Knowledge The area of knowledge is very vast so a teacher must have the knowledge of whatever she will teach. Knowledge comes from information. So as many as sources a teacher has for information, she will have better knowledge of her field. But knowledge does not end if one has enough knowledge about something but also the way she delivers knowledge. Beliefs about What is Worth Knowing It makes worth...
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...Shirley V. Gordon Grand Canyon University EDU-576 Philosophical/Social Issues October 20, 2010 Educational Outline and Rationale Since I have been working in the school system, I have realized that educational philosophies can and may be different in each and every school system. I have worked in the school system for fifteen years I have seen technology change over the years. In the following paragraphs and outline, I have explained my educational philosophy and rationale. I have incorporated my belief statements from module one to construct my mission statement as an educator. By doing so, I have described my own educational philosophy in terms of its metaphysics, epistemology, axiology, and logic. My Educational Philosophy Outline I. My Teacher’s Philosophy A. Believe that all students are knowledgeable to learn. 1. Expect students to achieve above and beyond to meet their goals. 2. Need parent involvement with their students’ progress at school. 3. Expect students to stay focused on their work. 4. Believe students learn better when grouped with peers. 5. Believe the curriculum and lessons should keep the students’ attention. II. Students’ responsibility 1. Show respect at all times. 2. Stay alert and involved with discussions. 3. All students should strive to reach their goal. III. Faculty and Staff 1. To promote a positive...
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...Personal Philosophy of Education Courtney N. Blankenship EDU 301 January 23, 2012 Jeff Warshaw Philosophy provides a way to examine and interpret the world – to ask basic questions about human nature, beauty, principles of right and wrong, and how knowledge and reality are defined. Teachers must confront constantly the underlying assumptions that guide conduct, determine values, and influence the direction of all existence. Philosophy reminds teachers to continue the search for truth and not be satisfied with pat answers, even answers provided by so-called experts (Johnson, Musial, Hall, & Gollnick, 2011). The Role of the Teacher The role of teachers in the American culture has changed from the old “show-and-tell” practice to a more active role in child development. Instruction does not consist primarily of lecturing to students who sit in rows of desk and take notes, but rather, offers every child a rich, rewarding, and unique learning experience. The educational environment is not confined to the classroom but extends into the home and the community and around the world. Information is not bound primarily in books; it is available everywhere in bits and bytes (Lanier, 1997). In the past, teachers were told what, when, and how to teach. They were required to educate every student the same way and were not held responsible where many failed to learn. Today, teachers are encouraged to adapt and adopt new practices that acknowledge both the art and science...
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...Curriculum Philosophy Mandy Mohr Grand Canyon University- EDA 561 March 23, 2016 Curriculum Philosophy Introduction Personal philosophies of education are at the core of what makes up a good educator. Strong personal beliefs are the core reasoning for why people choose their professions. In education, personal philosophies are essential, meaningful, and so important because those beliefs will affect thousands of other stakeholder throughout ones career. For schools, understandings and commitment to philosophies is the driving force behind curriculum and instruction (GCU, 2010). It is important for school leaders to examine their own personal philosophies of education to determine which of the five educational philosophies it falls into; perennialist, idealist, realist, experimentalist, and existentialist. The following material accounts for a reflection on the results of my own personal philosophy according to Wiles & Bondi (2007) and their personal preference philosophy assessment. Following the results is d as well as my own relations and beliefs of educations in correlation to the five educational philosophies. What is your Philosophy? =============================================================== 8 =============================================================== 7 =============================================================== 6 6 6.2 Strength of Belief Strength of Belief =============================================================== ...
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