Philosophy of education edu 525 PDF

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Running head: PHILOSOPHY

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Philosophy of Education John Enyeart Grand Canyon University: EDU 525 October 28th, 2020

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PHILOSOPHY Philosophy of Education Every student can learn. It is up to the educator to determine how to help every student learn. The earliest schools date back to 3000 B.C. (Webb & Metha, 2017). There is a wealth of educational history and ideas that all educators can pull from to create their own philosophy of education. Education has a vital role in strengthening our society. Every student deserves an equitable education. Teachers must be leaders and advocates to be effective. Also, teachers need to use self-reflection as a tool to improve and become better at their craft. Purpose of Education The purpose of education is to prepare citizens for higher education and/or the duties of life (Tenam-Zemach & Flynn, 2011). Education has had a vital role in the growth of civilized

societies. The philosopher Plato said the aim of education is to, “prepare the individual for his or her role in society” (Webb & Metha, 2017). No matter what grade level a student is in, there should always be a focus on improving that student’s overall knowledge to prepare them for their future. American education has a strong focus on global competitiveness (Tenam-Zemach & Flynn, 2011). Proving, that it is important for societies to want a great education for their entire population. Famous Roman philosopher Quintilian believed that education should cultivate intellect and moral nature. He believed that study depends on the goodwill of the student (Webb & Metha, 2017). Students will get what they put into their education. If a student is interested in school, they will put more effort into learning. If a student is genuinely having fun learning, they will put more effort into it. So, if the purpose of education is to prepare an individual for their future and, we know students will perform better if they are interested and having fun, the true

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purpose of education should be to get the student engaged in learning to become a better future self.

Meeting Diverse Student needs using Standards-Based Instruction No student is the same. A teacher must be able to properly assess their students and have the knowledge to determine what educational strategy would best help them, individually (CCSSO, 2011). Dedication and respect for the diversity of others are important dispositions for an educator to have in order to meet the diverse needs of students. Educators should not only be committed to their craft but, also should be sensitive to an individual’s learning and their social needs (GCU, n.d.). Every student can learn. But, differentiation is an important step that helps every student learn. The TASC standards place high importance on an educator knowing the learning difference, being able to spot those differences when assessing a student and knowing what strategies to tweak to meet their needs. Teachers as Leaders and Advocates Integrity and leadership are key ingredients to being an effective educator. If a student can look up to their teacher for leadership and trust what they teach them, they have a better chance of being positively influenced through education (GCU, n.d.). To be a leader, teachers need to take responsibility for students’ learning. They need to be a leader in their classroom and their community. Educators need to collaborate with students, families, colleagues, and administrators to ensure students are getting the most out of their education (CCSSO, 2011). Educators must join forces to advocate for excellence for all (Roberts & Siegle, 2012). The best way for teachers to assert their leadership is by advocating for their students. Teachers need to advocate for every single student. If a student is showing signs that they may need extra

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learning support outside of the classroom, they must take the time to help that student get the necessary resources to meet their needs. Teachers must advocate to meet the needs of their students, to strengthen the learning environment, and to help change the educational system for the better (CCSSO, 2011). The best way to advocate is to use the three P’s; purpose, preparation, and persistence. Advocates need a clear goal and a clear understanding of what is possible (Roberts & Siegle, 2012). With the right dedication and advocacy, positive change can occur. Self-Reflective Practitioner Teachers should be professionally active, lifelong learners (GCU, n.d.). Learning should always be at the forefront of a teacher’s mind. Self-reflection and assessments are critical methods that teachers can utilize to learn about themselves and their students. All educators should work at enhancing their metacognition. Metacognition is learning to observe and critically interpret one’s experiences (Lizzio & Wilson, 2007). A teacher’s job is never over. Even though the lesson has been taught, there needs to be time for self-reflection after teaching to determine; what went right, what went wrong, did the students understand, is there a better strategy to use to help the students understand. Teachers must understand and use multiple types of assessments to help student growth, monitor student progress, and to help with decision making (CCSSO, 2011). Educators receive important data from assessments that give them statistical proof of how their students are performing. The statistical data that educators gather from assessments can help them make decisions regarding their teaching. Educators engage in professional learning and collaboration with colleagues to help adapt their teaching to meet the needs of each learner (CCSSO, 2011). Educators must learn new technologies and teaching strategies to continue to better their craft.

PHILOSOPHY All students are capable of learning. It is up to the dedicated educator to know how to teach their students. Educators need to know how to assess their students and how to reflect on the data from those assessments (CCSSO, 2011). Educators must always hold themselves to a high standard just as they hold their students to a high standard. Teachers must be aware of any bias that may occur and be able to treat every learner equitably (GCU, n.d.). Most importantly, all educators need to realize that their job is to make each individual student a better future self.

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Council of Chief State School Officers. (2011, April). Interstate Teacher Assessment and Support Consortium. (InTASC) model core teaching standards: A resource for state dialogue. Washington, DC: Author. Grand Canyon University. (n.d.). PROFESSIONAL DISPOSITIONS OF LEARNERS. Retrieved from https://students.gcu.edu/Documents/15GCU0264-COEProDisposition120115_v1.pdf Lizzio, A., & Wilson, K. (2007). Developing critical professional judgement: the efficacy of a self-managed reflective process. Studies in Continuing Education, 29(3), 277–293. https://doi-org.lopes.idm.oclc.org/10.1080/01580370701419189 Roberts, J. L., & Siegle, D. (2012). Teachers as Advocates: If Not You—Who? Gifted Child Today, 35(1), 58–61. https://doi-org.lopes.idm.oclc.org/10.1177/1076217511427432 Tenam-Zemach, M., & Flynn, J. (2011). America’s Race to the Top, Our Fall from Grace. Curriculum & Teaching Dialogue, 13(1/2), 113–124. Webb, L. D. & Metha, A. (2017). Foundations of American Education (8th ed.). Boston, MA: Pearson....