My Philosophy of Education
Several experiences have influenced my philosophy of education. Some of these experiences have been good, others have not, but they have all proved invaluable in shaping my methods of teaching. As a non-traditional student, I have learned many lessons since being out in the “real world” that have changed my opinions about learning and teaching. I believe in Social Reconstructionism, Progressivism, and discipline in the classroom.
I desire to become a high school teacher because I feel that students at this age needs a positive role model and someone they can speak to without talking down to them. I want to encourage my students every step of the way, as they bolster their confidence in themselves and their ability to make the right decisions. Students at this age do not understand the importance of their education and take it for granted at this stage of their life. My father instilled in me a passion for learning, at a very young age. I want to share this enthusiasm with my students.
I would like to specialize in science because of all the scientific discoveries that are being made today and yet to come. As a Social Reconstructionist, I believe the curriculum should address the global issues and social problems that science can create. Some discussion topics for my class would include animal testing, cloning, genetic research, DNA research, water and air pollution, and overpopulation. My students would research the topic and its effects, prepare a paper, give a speech, and lead the class discussion of the topic sharing their own viewpoint. This process would develop my students’ critical thinking, problem solving, and decision-making skills.
By employing class discussions, cooperative learning activities and scientific investigations as Progressivism methods in teaching science, students can decide what is relevant to them. With Progressivism in the classroom students can learn more about the subject and make an informed decision. Many of the issues in this country today are based on science, for example should drilling for oil be allowed in Alaska or should cloning be allowed? If a student does not understand the complexities of the issue, how are they going to make an informed decision? Once the students understand these concepts they can weigh what is relevant and most important to them, such as do I vote for oil drilling in Alaska knowing that it will endanger the environment and kill many animals, or do I not? Students will then have the ability to objectively look at the situation from more than one vantage point.
Some other teaching methods I would use would include daily review of class material discussed, tests, scientific experiments, and group activities. I would use the daily review to reiterate class material studied and to clarify any lingering questions students may have about the subject matter. These tests would give me the opportunity to monitor the students’ progress, and...