Creating and

Maintaining an
Effective Learning
Environment Literary
Review
TED 690
Johnny Segovia

Educate and inform the whole mass of the people... They are the only sure
reliance for the preservation of our liberty.
-Thomas Jefferson
The debate over how the youth of the United States should be educated in public
schools has been raging since the days of our founding fathers. The undertones of
political and social agenda have been present in the public education curriculum, and
have carried a heavy influence on it. Just as major legal, political, historical events and
policies have manipulated our public education system, so has it molded my personal
teaching philosophy. In this essay I will discuss how the idea of equality of opportunity,
multiculturalism, and the No Child Left Behind Act passed in 2001 have influenced my
teaching philosophy. By using the writings of Joel Spring in American Education and
my own personal experiences I can provide a clear understanding of what forms my
teaching philosophy. To begin the discussion, the idea of equality of opportunity must
be clarified.
The equality of opportunity is the idea that all members of society are given
equal chances to pursue wealth and enter any occupation or social class (Spring,
2014, p.57). That is to say that the opportunity achieve the wealth or social class in
present with all, but it is not guaranteed. It does not refer to the equality of income or
status. Thomas Jefferson suggested that education could provide this equal
opportunity. To Jefferson, teaching people to read provided citizens with equality of
opportunity. Once a citizen was able to read, they could use that skill to acquire the
knowledge needed in the political free marketplace. Jeffersons take on the equality of

opportunity reflected the social deficiencies of his time: illiteracy. Just as the social
climate would shape the ideas of Horace Manns take on equality of opportunity.
Horace Mann believed that the equality of opportunity would be jeopardized by
the industrial revolution. As the industrial revolution widened the gap between the rich
and poor, he believed that political instruction would ensure the survival of the United
States government (Spring, 2014, p. 12). Teaching shared political beliefs in schools
would install similar social values in all students. To ensure this instruction was
received by all students, Mann believed that the social economic gap should not be
present in the classroom. This would create the equality of opportunity and achieve the
goal for public school.
The ideas of these Jefferson and Mann in regards to equality of opportunity have
had a profound influence on my teaching philosophy. Not because I agree or disagree
with the means they saw public education being instructed, but because it reminds me
that education policy always has and will be influenced by political and popular figures.
The influence of Mann and Jeffersons ideas about equality of opportunity on my
philosophy are readily apparent. Jeffersons idea around acquiring their own knowledge
and Manns surrounding closing the economic gap are thoughts that I not only share,
but are passionate about. I believe my task as a teacher is to spark original thought to a
student population that is not bound by socioeconomic status. The forging of the
economic gap in the classroom needs to be pair with the merging of multiple cultures
and perspectives in the curriculum.

The growing diversity of American schools leads to the next theme in the
discussion of shape my teaching philosophy: multiculturalism. Multiculturalism in this
context refers to raised issues in national school systems regarding multicultural and
multilingual student populations (Spring, 2014, p. 157). The intended goal of having a
multicultural curriculum is in the empowerment of the students. Empowermentwithin
this contextmeans providing the intellectual tools for creating a just society (Spring,
2014, p. 165). I believe that the empowerment of students through a multicultural
curriculum is advantageous for society. I will carry that believe in my teaching
philosophy throughout my career. Where the debate lies, in my opinion, is in the face of
this curriculum. Multiculturalism should not mean separate. That is to say, the creation
of a multicultural curriculum should not lead to the addition of courses. I believe a
multicultural approach can be achieved by an inclusion of multiculturalism into the
current curriculum. An example of this would be role of Native Americans during the
War of 1812. I have always been passionate about giving a voice to those who have
not been heard throughout history. I intend for that passion to permeate into my
teaching philosophy. By adding multiculturalism to existing lesson plans, it would not be
seen as radical, and be better received by its opponents. I believe that stretching the
lesson to a broader view, rather than going deeper into the subject, is the way to have a
real impact on multiculturalism in the curriculum. This is how I intend to incorporate
multiculturalism into my teaching philosophy.
When I do begin my career as a teacher, I may change my attitude toward my
teaching philosophy. In fact, I am sure that my teaching philosophy will change, and
even look back at this essay and chuckle over my ideas. The major legal, political,

historical events and policies that have shaped my current philosophy are always
changing and evolving. This current discussion of how the ideas of equality of
opportunity, multiculturalism, and the No Child Left behind Act have influenced my
current teaching philosophy immensely. And I understand that new policies, ideas, and
events will continue to shape my philosophical approach. But my core beliefs will
always be constant. In any profession to be successful it is imperative to strive for
perfection, even if unachievable.

References
Spring, J. (2013). American Education (16th ed.) New York: McGraw Hill Higher
Education