Jessica D’Auria
Philosophy of Education
Shaping the Minds of our Future
Herbert Hoover once said, "Children are our most valuable resource." This is the basis for my philosophy of education. Without our children, we would have no tomorrow. However I believe that if we do not properly aid our future with the skills to continue on, grow, and learn, they cannot successfully prepare and execute plans for advancement. The role of the teacher plays an important part in this; especially because of the relationship between teaching and learning.
I believe that every child is unique and special. I believe that even though no two children are alike, every child deserves an equal and fair education. I believe that the atmosphere in which they learn should be warm, friendly, caring, but firm. I believe that school should be a place for children to not only learn but to grow as an individual as well. Children should be able to feel comfortable to find themselves within the classroom and figure out which subjects they enjoy and can flourish in.
I believe that social matters shape cognitive development. I believe the teacher’s role is to not only teach subject matter, but to guide students into learning and understanding the materials as well. The teacher should never talk at a student for a straight period; there should be interaction between the student and the teacher as well as between student and student. Students should be allowed to help each other. Students should be allowed to give input and offer their own insight into a lesson without being brushed over or forgotten. A teacher should never ask a student to not ask questions or ignore a raised hand completely.
In order for students to be intrinsically motivated to do well, teachers must slightly alter lessons and ways of learning to better-fit interests and needs of the students and class as a whole. Because no two classes will ever be identical, no lesson should be taught exactly the same way twice. Students all learn different ways and curriculum should be taught differently each time as well.
I believe that children go through Erikson’s stages of development throughout their school years. I believe that they may succeed or fail in these stages depending on their situations at the time. Students may also be able to “fix” or succeed in a previously failed stage later in life. I believe that the environment in which a child lives and learns effects their growth; I also believe that if the students home environment is not one that can provide identity, personal growth, and self-awareness, the classroom should offer these characteristics.
Our children are our future; how the present teaches them will shape how they treat their present. It is important to draw on one’s own experiences as a student when teaching as well as psychological information. Many psychological theories help teachers to better understand how their students’ function and process information at the age they are. Without this information, it would be nearly impossible to instill the subject materials and life lessons into students without both personal experiences and psychological information.
Philosophy of Education
Shaping the Minds of our Future
Herbert Hoover once said, "Children are our most valuable resource." This is the basis for my philosophy of education. Without our children, we would have no tomorrow. However I believe that if we do not properly aid our future with the skills to continue on, grow, and learn, they cannot successfully prepare and execute plans for advancement. The role of the teacher plays an important part in this; especially because of the relationship between teaching and learning.
I believe that every child is unique and special. I believe that even though no two children are alike, every child deserves an equal and fair education. I believe that the atmosphere in which they learn should be warm, friendly, caring, but firm. I believe that school should be a place for children to not only learn but to grow as an individual as well. Children should be able to feel comfortable to find themselves within the classroom and figure out which subjects they enjoy and can flourish in.
I believe that social matters shape cognitive development. I believe the teacher’s role is to not only teach subject matter, but to guide students into learning and understanding the materials as well. The teacher should never talk at a student for a straight period; there should be interaction between the student and the teacher as well as between student and student. Students should be allowed to help each other. Students should be allowed to give input and offer their own insight into a lesson without being brushed over or forgotten. A teacher should never ask a student to not ask questions or ignore a raised hand completely.
In order for students to be intrinsically motivated to do well, teachers must slightly alter lessons and ways of learning to better-fit interests and needs of the students and class as a whole. Because no two classes will ever be identical, no lesson should be taught exactly the same way twice. Students all learn different ways and curriculum should be taught differently each time as well.
I believe that children go through Erikson’s stages of development throughout their school years. I believe that they may succeed or fail in these stages depending on their situations at the time. Students may also be able to “fix” or succeed in a previously failed stage later in life. I believe that the environment in which a child lives and learns effects their growth; I also believe that if the students home environment is not one that can provide identity, personal growth, and self-awareness, the classroom should offer these characteristics.
Our children are our future; how the present teaches them will shape how they treat their present. It is important to draw on one’s own experiences as a student when teaching as well as psychological information. Many psychological theories help teachers to better understand how their students’ function and process information at the age they are. Without this information, it would be nearly impossible to instill the subject materials and life lessons into students without both personal experiences and psychological information.