Running head: PHILOSOPHY OF EDUCATION 1

Philosophy of Education

Cecilia Rodriguez Gonzalez

California State University of Dominguez Hills

Spring 2018
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Philosophy of Education

The purpose of education for the American society is to help grow prosperity for its

citizens and the future generations. Teachers prepare their students for their future in a world that

is quickly changing. This matters because they need to be able to have the skills to compete in a

global economy and be lifelong learners through their lifetime. The role of a teacher is very

important and holds many responsibilities. All teachers should strive for what can be considered

to be a “great teacher”. A great teacher is one which leads to improving the student’s

achievement using outcomes that matter for their future success.

I hope to be an effective teacher by gaining a deep knowledge of the subject I am going

to teach and have a strong understanding of the material I am going to be teaching. Hope to

provide high-quality instruction that includes elements such as effective questioning and use of

assessment. As Goldstein (2014) noted, “Now it seemed clear that when teachers held low

expectations, student achievement was hindered” (p. 137). Teachers need to challenge their

students by having high expectations. We are not doing anyone any good by expecting less from

them, in the long run, we are hurting them and our future generation. I will make sure to have

quality interaction with the students and have a clear expectation to create a classroom with high

prospects but still identifying student’s self-worth. As a teacher, I will make efficient use of

lesson time; to organize classroom resources and space, and to manage student’s behavior. As a

teacher one needs to be a professional and be a good role model for their students.

Although the effects the classroom teacher can have on student achievement is clear, the

dynamics of how a teacher produces such an effect are not simple. Peterson (2007) noted, “We

can’t give children rich lives, but we can give them the lens to appreciate the richness that is

already there in their lives” (p. 30-31). My goal will be to understand the ways the students think
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about the content and be able to evaluate their thinking. Learn and understand the student’s

methods to understand student’s common misconceptions. Some examples on how I will make

sure I provide high-quality instruction are by reviewing previous learning, providing model

responses for students, giving plenty of time for practice to implement strong skills and gradually

introducing new learning. I will show what professionalism looks like by demonstrating what a

good role model is by developing professional practices, participating in professional

development, supporting colleagues, communicating with both students and with parents. As a

progressivism learner, I wish to apply the same beliefs and theories with my students. I want

them to be seen as a whole and be able to explore their thinking by providing hands-on activities

and active experimentation. I want to give them the tools needed to be successful problem solver

and thinkers (1999).

Our future generation needs to be prepared for the world they are going to be competing

to survive and be up to the challenge. They need to be able to adjust to the change and be fast

enough to learn the new ways of life. As Howard (1999) stated, “We can’t teach what we don’t

know” (p. 106). As educators, we need to be constantly learning about new ways to help our

students grow as individuals regardless of their race. We need to be prepared with teaching our

ethnically diverse students, and as an educator, I will do my best to provide culturally responsive

teaching to my students by implementing examples in connection to their own cultural and

experiential filters. Teachers more often have to address issues of diversity and equity and be

able to ensure that all students are given equal access to learning. As the main advocate for my

students, I have to be able to have the current knowledge to be able to speak for my student’s

educational needs. When teaching our students, we need to keep in mind that they are eager to

learn and become successful grown-ups too. All they need is our assistance to help them reach
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their dreams, some may need more help than others, but we need to be up for the challenge.

As teachers, we may have our bios on which school subject we enjoy the most or are

more comfortable in teaching, but in general, we need to have the basic of all subject matters.

One may become and expert to teaching their students and a particular grade level, but we also

need to have to knowledge of what has been taught in their previous and upcoming grade level.

The reason why educators need to be well rounded of all subject matters is that every student is

different and just because they are in a certain grade level does not mean that’s the grade they are

performing in academically. For example, you may have a student who is below or above

average according to their grade level. As a teacher, we need to have the tools to help them be

able to teach them what is needed to get at grade level or be able to challenge them if they are

above. Teachers often know when more time needs to be spent on a subject or lesson more than

other subjects, it all depends on the students. Although most same levels need to be teaching

specific lessons and meeting certain standards they don’t always go in parallel with one another.

Effective teachers often share common characteristics such as good classroom

management skills, are progressivist teachers, are number one advocates for their students, etc.

Effective teachers will constantly strive to motivate and have all their students engage in

learning. An effective teacher is one who believes that every student can be successful at school

and will go above and beyond to help their students be successful. As a future educator, I hope to

be an effective teacher one that meets my student's needs and can make a positive impact in their

life’s.
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References

Goldstein, D. (2014). The Teacher Wars: A history of America's most embattled profession. New

York: Doubleday. 19, 48, 50, 137

Howard, G. R. (2009). Journal of Teacher Education, Vol. 53, No. 2, March/April 2002.

American Association of Colleges for Teacher Education. 106.

Peterson, B. (2007). Teaching for Social Justice: One teacher’s journey. Rethinking Our

Classrooms, Volume 1, New Edition. 30-31

“Section III - Philosophical Perspectives in Education Part 3.” Educational Philosophies.

http://oregonstate.edu/instruct/ed416/PP3.html © 1999 LeoNora M. Cohen, OSU -

School of Education. Accessed 14 May 2018.