Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


My Philosophy on Education

EDU 100-02

Danielle Sutera

on 3 December 2012

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of My Philosophy on Education

COGNITIVISM BEHAVIORISM/COGNITIVISM Within this philosophy the educator
must create environments in which the
amounts of learning are maximized. It
enables students to develop and
maintain the skills for lifelong learning. I believe that if students are shown what success feels like, it will be something they long for. When the behavior of a child doesn't suit the learning atmosphere, or vice versa, then students will not become successful. I believe in positive reinforcement, behavioral contracts, and allowing the educational lessons to produce enough feedback essential for improvement. All of these coincide directly with behaviorism. In terms of cognitivism, I believe that educators
must provide their students with studying skills, thinking skills, and problem-solving skills, thus allowing students the opportunity to understand thing on their own terms. I feel that a student-centered classroom is a successful classroom, allowing for necessary dialogue. The need for this dialogue is ever-present and I think that when students are given the opportunity to speak up and ask questions, it gives them the confidence to learn. EXISTENTIALISM "Every individual is the subject of his
or her own reality, and no two realities
are the same." This philosophy focuses
on freedom, more importantly, freedom of choice. We are what we make of it, and students should be taught how to make decisions rather than have them made for them. Freedom to choose and make decisions
is something that I believe students do
not receive enough of. If we as educators allow our students to obtain some form of responsibility for their decisions, other than their behavior, the outcome will be astounding. I feel as though children are robbed of this opportunity, which also robs them of the opportunity for self fulfillment. In granting students the chance to understand and grasp the idea that they indeed have the power to create and define themselves, we also grant them with the power of understanding who they are as humans. Choices make humans who they are, and what better way to start than as a child. I feel as though giving students the freedom to take responsibility for their own actions will only allow them to perfect their definition of who they are in this world. HUMANISM Students should be given developmentally
appropriate instruction. They should be taught with kindness and gentleness. If given enough support, students will learn when they are ready to learn and learn what they want to learn. By allowing students to evaluate themselves, rather than being judged by adults, it gives them the opportunity to enjoy the learning they do. I believe that if educators give students the continual support they require, then the students will gain the confidence to be self-serving learners. I think that teachers should learn how and when to step back and allow children to learn on their own by experiences and observations. By focusing on students' expression in the classroom, educators would promote the sharing of ideas to learn. I advocate for open discussions as opposed to lectures. I feel as though discussions open the doors to meaningful learning, which is something that doesn't come in a text book. WHAT IS A SCHOOL? A NOUN.. A PLACE FOR EDUCATION
AND LEARNING? According the Merriam-Webster Dictionary, the term "school" is a noun, defined as "an organization that provides instruction such as: an institution for the teaching of children; a college or university." I feel as though that definition, although accurate, does not portray what a school actually is. To me, school means more than just a facility for today's youth. School needs to be a place designed to promote exceptional, life-long learning for all who pass through. My view of a school is a comforting place in which children can go to learn. In the RSA Animate on "Changing the Education Paradigms", Sir Ken Robinson enlightens his audience to the many faults of the current educational facilities, or schools, there are today. It should be less of an assembly line, less batching children by age, and more of a place where children can enhance their aesthetic experiences and actually use critical thinking skills as opposed to just remembering dates and facts. Schools need to be full of dialogue and interactions. A student-based institution will allow the children in it to gain confidence in using tools that encourage social and academic learning. By giving the children the opportunity to engage more as opposed to simply observing, educators open the door for new thought processes and thus, more ways to be successful. Essential interactions, both child-to-child, and child-to adult, will inevitably take place in a school that is student-based. The role of teachers is to facilitate the learning that takes place by the students. Not to dictate the learning. They are to aid in the dialogue and to assist with the experiences that develop the child's thought process. The role of parents is to encourage their children in all shapes, ways, and forms. Parents should be as devoted to the learning process and success of the child, as the child himself. Routinely communicate with both the students and the teacher on behalf of the child's learning and development. The role of students is to simply be active learners. They should fully engage and participate in their own learning process. Student's are more than capable of exploring their imagination and creativity, which, to be honest, is what leads to success in education as a whole. Behaviorism/Cognitivism: A teacher that practices a behaviorist approach would used programmed instruction to teach. "So when students are not learning, something is wrong with the educational program." (McNergney, p.126) It is the responsibility of the teacher to create a program in which children can maximize their ability to understand the material. Teachers should facilitate the experiences that take place in a classroom through this programmed instruction.

Existentialism: "The importance of both individual creativity and personal choice in a nonrational world is key to existentialism." (McNergney, p.123) Teachers have the duty of inspiring children to their full potential. They are to spark the child's individuality and creativity. Teachers should be exprected to treat students as individuals, with different strength, weakenesses, abilities, thought processes, and ways of reasoning. When we, as educators, stop treating students as "batches of children" and more as individuals, creativity will have the opportunity to shine. In the RSA Animate-Changing Education Paradigms, Sir Ken Robinson makes it clear that we shouldn't be putting children to sleep, but rather waking them up! Let their aesthetic experiences take over. Teacher's should be working towards this goal.

Humanism: "Students can evaluate themselves; they do not need to be judged by teachers or other adults." (McNergney, p.122) In a humanistic view, teachers have the sole responsibility to encourage learning with kindness and gentleness. When students are in an environment that is welcoming, calm, and kind it increases their willingness to learn. The teachers are the one's responsible for creating this environment. "Humanistic teaching is pupil-centered. It means recognizing students as individuals, respecting their differences, and trying to help them in their personal, social, emotional, and academic lives." (Gunnison 1976; Lang and Schaller 1985; Weiner 1989). (Matus, D. E. (1999). Humanism and effective urban secondary classroom management. The Clearing House, 72(5), 305-307.) By understanding that children have basic needs, realizing what particular environment must be created, and allowing the opportunities for self growth and creativity, parents will find that being a support system for your child's learning is significantly important. Much like the roles of the teachers, parents are adult figures in which children rely on to aid in the learning process.

Allowing your children to learn when they are ready, yet giving them multiple opportunities to be "ready" is crucial. This is a humanistic view put in place by psychologists such as Adler, Rogers, and Maslow. Parents should also grant children the opportunity to be creative and find their own sense of self through exploration. "Every individual is the subject of his or her own reality, and no two realities are the same." (McNergney, p.123)

Expectations should made, but be made adjustable to fit the child. If parents expect too much it will turn off the child to learning all together from fear of failure. Humanistic beliefs are that children should be in a kind and gentle environment. One that is free from judgement and punishment. Well, let me show you.... The reason I decided to show this video is because I feel as though it exemplifies the true essence of children learning. Although it's not "academic" per se, the children are learning in a number of ways..

They are not only engaged in what they are doing, but they are engaged with other children, partaking in meaningful dialogue which is helping them succeed at the task at hand. They are using their imagination to create a drawing or a tower. They are experimenting with materials and creating sounds. They are using their senses, their critical thinking skills, and their communication skills, to learn, to see what works and what doesn't. They are doing all this while playing, and that is one of the most magnificent ways to learn. In my eyes, the purpose of education is simply to give children every opportunity possible to be successful in this world. As educators, we are to teach them the core subjects, such as math, history, language arts, science, that are necessary for success and understanding of the world in which we live. Education should enlighten students to all of the beautiful and magnificent things this life has to offer and allow their senses to fully come alive, whether in a classroom or not.

Children learn the way they learn, as individuals. Teachers and education must begin to learn themselves, that children cannot and can never be compared to one another. The quicker children start being taught as individuals, the better children will begin to learn.

My personal definition of intelligence is simply the ability to acquire and apply knowledge and skills. When it comes to teaching and learning, education should be designed to maximize the intelligence of the individual. That means, to make the best use of the child's acquisitioned knowledge and assisting them where they lack, as well as take full advantage of skills that are already present and use that in order to create and build more.

"According to the proposed theory, successful intelligence is the use of an integrated set of abilities needed to attain success in life, however an individual defines it, within his or her sociocultural context. Thus, there is no one definition of intelligence. People are successfully intelligent by virtue of recognizing their strengths and making the most of them at the same time they recognize their weaknesses and find ways to correct or compensate for them." (Successful Intelligence in the Classroom; Robert J. Sternberg and Elena L. Grigorenko; Vol. 43, No. 4, Developmental Psychology: Implications for Teaching (Autumn, 2004), pp. 274-280)
Full transcript