Teacher IMPACT as Part of My Philosophy of Education
Currently, as a student in Alliant International
University’s (Alliant’s) California School of Education’s (CSOE’s) teacher
education program, I am gaining the knowledge necessary to become an effective
teacher. Through reading assignments, discussions with peers, research, and
self-reflection I am constructing my personal philosophy of education and ways
to integrate my personal values into my professional practice as a teacher. Alliant’s
institutional values of inclusivity, mentorship, passion, accountability,
communication, and teamwork (California School of Education, 2020, p.3) are complementing
and strengthening my personal and professional growth.
Passion is the value which encompasses every aspect
of my own education and drive to become a teacher. I have a strong desire to
make a difference in the lives of children in their early years. I am committed
to creating a classroom environment in which all students and families
feel welcome and accepted. Alliant’s commitment to inclusivity, as
stated in the institutional values of the university (California School of
Education, 2020, p.3), is one of the reasons I was initially intrigued by the
university, researched its teacher education program, and joined CSOE. Alliant’s
president and CEO, Andy Vaughn, is right when he says our values “guide what we
do and how we make decisions,” (Alliant International University, 2022). I am
proud to be a part of a university that prioritizes inclusivity and passion and
integrates these values into the teacher education curriculum. Inclusivity is
one of the guiding principles of my personal educational philosophy.
My philosophy of education mostly aligns with progressivism.
Progressivism, based on pragmatism, is focused on experience-based learning
within a democratic classroom. As a teacher with pragmatic ideals, the primary
belief driving my educational philosophy is that all children are capable and
learn best through experience. As I see it, the purpose of a formal education
is to prepare students for life as a functioning part
of society through an education of knowledge, physical, emotional, and social
skills. I plan to teach in a transitional kindergarten (TK) classroom. I
will incorporate these ideas into my curriculum, teaching style, and classroom
environment.
As a transitional kindergarten teacher, my students will be
4 and 5 years old. At this stage of development, interaction with the world is
key to learning. The way Webb and Metha describe the nature of the learner from
a progressivist’s point of view matches my own belief that, “the child is an
experiencing organism who is capable of ‘learning by doing.’ Progressivists
perceive students to be evolving and active beings capable of interacting with
their environment, setting objectives for their own learning, and working
together to solve common problems” (Webb & Metha, 2017, p.75). I feel
passionately that all children are capable of learning and their role in the
classroom is to learn. To effectively facilitate their learning, the curriculum
should be child-centered, consider the physical, social, and emotional needs of
all students, incorporate group learning activities (Gonzalez-Mena, 2020), and
foster community. John Dewey, a leader in the progressive education movement of
the early 1900’s, and Quntilian, educator in Ancient Rome, both spoke of the
importance of these elements for effective education (Webb & Metha, 2017).
Incorporating manipulatives, centers, life skills, and project-based learning
will be key to the curriculum as well. My teaching style will complement this
curriculum and materials available in the classroom.
As a teacher, I see my role as facilitator and guide. It
will be my role to meet the individual needs of the students, and their needs
will vary. Through observational skills, my knowledge of pedagogy and child
development will be key to creating an individualized and inclusive curriculum.
Continuing my education and keeping up with current educational research, best
practices, standards, and school policies will be important throughout my
career. Sustaining Alliant’s institutional values of mentorship and
personal accountability will help me thrive. Relying on senior teachers
in my district and trusting in their guidance, my effectiveness as a teacher
will continue to evolve. As a student now and a teacher in the future, I will continue
to work with integrity to meet the needs of my students and help them succeed.
The success of a
student does not only include academic achievement. It also includes the
learning of physical, social, and emotional skills. As I strive for an
inclusive classroom environment, the curriculum will incorporate culturally
responsive teaching and anti-bias education. These ideas are most closely
aligned with the educational philosophy of social reconstructionism but
complement a democratic-based classroom environment. Along with culturally
responsive teaching and anti-bias education, cooperative projects will teach communication,
respect, and teamwork. I will follow Alliant alumna Evelyn Sorreno’s
example and “create opportunities for everyone’s voice to be considered equally
and with the same power and with the same strength,” (Alliant International
University, n.d.). These are values I hope to integrate into my classroom just
as Alliant has integrated them into the university’s campus and online
environments. Most of my knowledge of early childhood education comes from
courses I have taken in child development and my understanding of Montessori
education. All three of my children attended a Montessori elementary school. I
have seen the benefits of child-centered, individualized learning using
manipulatives and involving the senses. It will also be my role to create an
environment conducive to learning.
I believe in the use
of a prepared environment that is developmentally appropriate. The use of
preventive discipline and arranging the classroom in a way that lends itself
naturally to expected behaviors will be key (Allen & Cowdery, 2015), along
with positive descriptive acknowledgement. These methods are not part of
progressivism, but behaviorism. They are proven to be effective methods to
encourage positive behaviors and motivate children in early childhood education
settings. The Montessori classroom
implements a democratic system in which students participate in the creation of
rules and its enforcement through peer education (a form of mentorship). Having
the students create rules for their classroom together will foster a sense of
community, belonging, and ownership. This sense of ownership will be reinforced
through jobs. Students will be responsible for taking care of their classroom
and materials. These practices also help incorporate Alliant’s institutional
value of mentorship and accountability into the classroom.
Assessment of children in a transitional kindergarten
program is important for a teacher to measure the effectiveness of the
curriculum; what types of accommodations, modifications, or instructional
strategies might be needed; and for identification of any lagging skills (Allen
& Cowdery, 2015). As four-and five-years old children, grades and testing
are not developmentally appropriate. Rather than tests, the most effective
means of assessment include teacher observation, formative evaluation, and
monitoring student progress. Formative evaluation of a TK student might include
things like portfolio creation including work samples (drawings, marks on
paper, letter samples, artwork, etc.). Videos and pictures can also be used to
document student progress. These are all valuable tools to create an ongoing
dialogue with families as well.
While my educational philosophy mostly aligns with progressive
educational theory and western philosophies, my personal philosophy also has
undertones of Taoism. I believe we are all individuals with our own sets of
values, beliefs, and experiences. No one has the right to force their own
values, beliefs, or will upon any other individual. In the classroom, this will
mean that students have a right to their own feelings, desires, and beliefs. We
are to treat each other with respect. We are to be inclusive. Rather than
competitiveness, I will encourage cooperation and working together to create
harmony. Rather than rewards and punishment, I will use positive
acknowledgement to reinforce desired behaviors.
My educational philosophy is a work in progress and I am
sure it will evolve throughout my teaching career. Teaching children that they
are capable of learning is one way I can have an IMPACT in their lives. While
modeling inclusion and respect, I hope to bring compassion into the lives of my
students. I hope to instill the belief in all students that they are capable,
important, and make a difference in this world.
References
Allen, K.E., & Cowdery, G.E.
(2015). The exceptional child: Inclusion in early childhood education. (8th ed.).
Cengage Learning.
Alliant International University.
(n.d.) My impact: Teaching. [Video]. YouTube.
https://www.youtube.com/watch?v=1hChSPemqdk
Alliant International University.
(2022, January 28). Alliant IMPACT values [Video]. Facebook. https://www.facebook.com/watch/?v=1203278453537896
California School of
Education. (2020). Clinical Practice Handbook. Alliant International University, https://bit.ly/3sj2vkW
Gonzalez-Mena, J.
(2020). Foundations of early childhood education: Teaching children in a diverse society (7th ed.).
McGraw Hill.
Webb. L.D., & Metha, A. (2017). Foundations
of American education (8th ed.). Pearson.
