Philosophy of Education

     As students study to become teachers, we ask them to think seriously about their philosophy of education.  In order to be an effective teacher, one needs to understand how a classroom should work and have a clear understanding of their role as teacher.  It is easy to say something like, "I believe that all children can learn."  However, if that is a part of my philosophy of education, how will it affect what I do as the teacher?  The classroom has changed considerably since I was an elementary or secondary student. Yet, time should not alter what I believe.

      I do believe that all students can learn.  I also know that children do not all learn the same way.  If learning is going to take place in my classroom, then, I must be willing and able to make some adjustments in assignments and instructional strategies to meet the needs of all my students.  When I was a student, I honestly think that many of my teachers believed that all children could learn.  However, they were also pretty convinced that some children chose not to learn.  As a result, many students did not do well.  Their efforts to include the student in learning included asking questions, many worksheets, tests, and on rare occasions we resorted to the latest audio-visual technology-- movies.  In some classes, teachers put some external motivators into place, but generally, the greatest motivator was knowing what Mom and Dad would say or do if you did not live up to their expectations.

      I do not mean to be too critical of the teachers who have gone before us.  They did their best to provide a good education for their students.  They worked hard for very little monetary reward.  I have come to believe that in general, children do want to learn. My job as teacher is not to force feed information to them, but to make learning so inviting and tasty that they will want to gobble it up.  

Now, that is a big job!  Research tells us that in order to do this, the learning must make a connection with the students.  In other words, it must answer the question, "So what?" in a way that will hook them in to the exploration of information.

     In order to insure that learning is taking place in the classroom, make learning appetizing.  Just as none of us want to eat the same thing all the time, students also like variety in their learning.  A lecture can definitely give the students information, but it does not engage the student in the learning.  "Sit and get" teaching does not allow the student to be actively involved in the learning.  As a result, much of the information is forgotten in a short amount of time.  If, however, the student constructs his own learning, it will be long-lasting.  It will belong to that learner.  What does that look like in a classroom?  Let's continue the food simile.

      Sometimes, learning is like a banquet. The menu has been chosen, the tables are set, there are many students.  This is somewhat like that lecture.  All learners are going to get the same plate.  Yet, not all learners will go away with the same sense of satisfaction.  Some will leave food on their plates; others will lick the platter clean.  Some will like what is served; others will not. Was the opportunity to eat afforded all who came?  Yes.  Did all take advantage? No. Was it the diner's fault?  Perhaps to a degree.  However, the focus was not on the individual diner-- it was on the banquet. Frankly, even for those who went away satisfied, most would prefer not to dine banquet style every meal.

      At other times, we enjoy going to a buffet--especially an all-you-can-eat buffet.  We choose from a variety of food choices, mixing the offerings in whatever way best fits our tastes.  Seldom in this environment do two plates look exactly alike.  By offering more than one way to acquire information and more than one way to demonstrate mastery of information, teachers create a buffet line of learning for their students.  Generally speaking, all have the opportunity to learn, but unlike the banquet, all have the opportunity to learn in a way that meets their individual needs.  Is it more work for a teacher?  Definitely.  However, if the philosophy says, "All students can learn," then the teacher's obligation is to make learning as appetizing as possible so that they will want to learn.

    This simile can be expanded to many other eating places.  However, I think it is clear enough now that teachers who truly believe that all of their students can learn, will create a learning environment that invites all students to the table.  This is only one part of a teacher's philosophy.  I will consider other ideas in the future.  What is your teaching philosophy?  What are the absolutes that must be in place in your classroom in order to live up to that philosophy?  It is never too early to start thinking it through.