My Educational Philosophy
My Educational Philosophy
Behind every school and every teacher is a set of related beliefs – a philosophy of education that influences what and how students are taught. A philosophy of education represents answers to questions about the purpose of schooling, a teacher’s role, and what should be taught and by what methods.
Considering the diversity of learners we have today, it is very important for a teacher to be able to meet the needs of these learners. A teacher must know his/her place in this society that is changing drastically. Choosing a more appropriate educational philosophy may be an answer to today’s existing issues in the teaching-learning process.
As a science teacher, a student-centered philosophy is a great tool for me to carry out my daily lessons. I look at my students as active recipient of learning. They don’t go to school with blank minds, but they bring with them their prior knowledge and experiences, and a mind thirsty of curiosity. Based on my observations, I must focus on their individual needs, cater to contemporary relevance, and prepare them for a changing future.
With these things in mind, I believe that I will be able to achieve my goals as a teacher by employing progressivism in my classroom. Progressivism is based on a belief that lessons must be relevant to the students in order for them to learn. The structure of the lesson must be built around the personal experiences, interests, and needs of the students.
In a progressivist classroom, my role as a teacher is just to guide and facilitate in assisting the students to reach their goals. The learners are the focus of classroom activities. Its emphasis is on the future, and on preparing students to be independent-thinking adults. Progessivist strive for relevant and hands-on learning.
In order to apply this educational philosophy, as a science teacher, I should provide students with hands-on-minds-on-hearts-on activities that would make learning more relevant and meaningful. I am aware of the fact that there are complex scientific concepts that the students must learn. So, what I am doing in my class is that I give activities that will lead students to the discovery of the concepts. I ask them to share their observations with the class, and ask their classmates to raise questions about the results.
With this routine, students are challenged to really participate in the learning process because the discovery of the concepts comes from the results they have in every activity. Their classmates who are listening to the results of one group are not passive learners because they will then critic the presentation of their classmates. So, I am just there to facilitate and intervene if misconceptions are raised by the students.
There are also instances wherein I present a real life situation and ask students to apply what they have learned in the classroom activities that would explain the phenomenon presented. I also encourage localization in my class. As much as possible, the examples that are given must begin with what is happening in our own community before we go broader to the other aspects of our own nation.
I believe that it is very important for students to be acquainted with what is happening around them, rather than just transferring the terms from the book to their minds. The students will be able to understand and internalize the concepts in their books if they can see their relevance to the happenings in the community and in the globe.