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EDUCATIONAL PHILOSOPHY
Educational Philosophy
Shermeanetter McCluster
University Of Phoenix
MTE/501

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EDUCATIONAL PHILOSOPHY
In today’s fast pace society, one views many teaching belief’s through the lens of
history; however, in order for an individual to locate my educational philosophy, he or she must
attentively journey along as I elaborate on my feelings about, teaching, students, personal
education philosophy and effective instructional practices for the classroom.
First of all, educators are very loving, tolerating, and committing people who strive to
discover students’ weaknesses in order to transform a fountain of knowledge that will
empower them to become productive citizens (Hall, E., Gene, 2014). Teachers acquire an
enormous elation upon witnessing the difference they make as learners obtain fresh
revelations concerning their environment and personal identity. Shaping their novices’ destiny
by modifying their thoughts and comprehension skills is a daily task for good instructors (Hall,
E., Gene, 2014). Educators are constantly searching for resources that stimulate ingenuity and
develop character in their students (Bose, Shukla, 2014). Instructors are lifelong learners
(Bose, Shukla, 2014). Educational Professionals realize the ongoing incorporation of new
research findings, technologies, and enchanting inquiries posed by learners demand them to
search deeper and learn more about academic topics they facilitate (Bose, Shukla, 2014).
Furthermore, all students in the education field deserve an equal education regardless
of their family, social, economic, or cultural background (Bose, Shukla, 2014). When
apprentices enter the classroom, they should fill the atmosphere with wisdom obtained from
life’s trials, scholarly interests, and academic skills. Pupils should view their learning
environment as a place to expand their creativity and travel beyond their coziness mind frame

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EDUCATIONAL PHILOSOPHY
(Bose, Shukla, 2014). Students should not depend on teachers for all the answers but they
should be mentally challenged into becoming problem solves (Bose, Shukla, 2014).
For the purpose of academic success, education must entail hands on lessons and
teachers that are prepared for any problems that may arise in the classroom. Teaching
materials must extend past subject matter and include student’s weakness and interest. The
curriculum should focus on thematic units and include problem solving and critical thinking
skills (Hall, E., Gene, 2014). The study of education classifies this philosophy of education as
progressive education. Progressive education is associated with John Dewy and it was
designed to go beyond academics and include learners’ needs and personal goals (Hall, E.,
Gene, 2014). Group work and the formation of social skills are included in Progressive
education (Hall, E., Gene, 2014). Curriculums are designed based upon what skills will be
needed for future employment (Hall, E., Gene, 2014). Progressive education molds students
to be lifelong learners (Hall, E., Gene, 2014).
Lastly, in order to maintain a child center classroom, the teacher should use a variety of
instructional practices. The use of role- playing and round table discussion will enable students
to examine problems from different perspectives (Hall, E., Gene, 2014). Computer software
will improve children‘s reading, problem solving, and writing skills (Hall, E., Gene, 2014).
Pupils bring their thoughts into dialogue with peers through oral presentations and classroom
discussions (Hall, E., Gene, 2014). Although teaching includes effective teaching methods, the
job will not be easy but with mutual respect between facilitators and learners any classroom
can be transformed into a class of excellence.

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EDUCATIONAL PHILOSOPHY
References
Bose, Shukla. (2014). Teaching One Child At A Time.
Hall, E., Gene. (2014). Introduction to Teaching: Making A Difference In Student Learning.