1) The document outlines Marianne McFadden's teaching philosophy, which emphasizes educators obtaining strong subject matter knowledge and acting as role models for students. It also stresses encouraging students' intellectual independence and adaptability. 2) The philosophy sees the teacher's role as setting clear expectations, maintaining consistency while showing compassion, and being open to growth through self-evaluation and new teaching methods. 3) When discussing teaching mathematics, the philosophy advocates a back-to-basics approach through hands-on activities and creative questioning to help students master analytical skills and view challenges positively.

1. Teaching Philosophy
Marianne McFadden – EDG 540
October 2013
1
Purpose of Educational Process and Educators’ Preparation
Educators who aspire to be looked upon as outstanding and influential begin their
careers by securing, through their education, a strong foundation and working
knowledge of the discipline they intend to teach. In addition, the desire to always act in
the students’ best interest is essential since students are entrusted to the teacher’s care
on a daily basis, and parents appreciate and desire strong, reputable role models for
their children. Teachers should emphasize to their classes that learning is a lifelong
process and try to encourage students to be proud of and have a desire to develop their
talents and skills, whatever gradually they realize them to be. The main goal of every
teacher should be to lead students to obtain more intellectual independence as they
mature, and as a result, become more resourceful in striving to be successful and
productive in our modern, fast-paced, and ever-changing world.
In understanding that each student is a unique individual, the successful educator
must be willing to make adjustments and allowances, as needed, because of individual
differences. These differences enhance learning and make for a more interesting,
enriching, and varied experience.
In reviewing the purpose of the educational process and the corresponding
educators’ preparation, the philosophy described above seemingly fits Gutek’s
description of Idealism, where the educator is viewed as an expert in his field and serves
as a model of ethical character in the classroom (Gutek, 2004). Additionally, Gutek also
states that the Realists believe that the teacher should have thorough subject matter
knowledge, and as students attain knowledge, they come to define their own interests
as they realize their place or function in the world (Gutek, 2004). Therefore, a bit of
Realism seemingly is mixed with Idealism in the ideas conveyed above.
Educator’s Role in Serving the Purpose in Educating Students
Students respond positively to strong, caring teachers who model consistency and
clarity, but with compassion. Therefore, it is essential that at the start of each school

2. Teaching Philosophy
Marianne McFadden – EDG 540
October 2013
2
year teachers should make their expectations clear. Policies regarding classroom
atmosphere, daily activities, homework, and the grading system should be outlined and
adhered to throughout the year. Students respond well to routine and perform better
when they know what to expect. If any necessary changes are made, students need to
be aware of them. In maintaining consistency, educators should exhibit enthusiasm
and optimism – regardless of current class performance – in daily lesson presentations.
Students need suggestions on how to improve, praise when doing well, and gentle
reminders to keep up with their studies. A positive atmosphere encourages attention
and promotes motivation; it keeps the classroom ‘going’.
An effective, respected teacher exhibits flexibility and can respond intelligently
to varying schedules, school events, and crises. In observing a good teacher, students
learn, in turn, how to adjust to things that cause a person to deal with situations that do
not ordinarily occur. In addition, the successful educator needs to be open to input
given by supervisors, administrators, students, and parents. An evaluation and the
corresponding improvements made enable the teacher to become more effective and
grow professionally year by year.
Professional development opportunities and interacting with colleagues also
encourage professional growth. As the world, our society, and family life go
through changes over time, so should the classroom experience. Educators find
success as they learn of new trends and how to respond to them in the classroom
through new methods and technologies. A wise educator realizes that what was
effective ten years ago may not be effective today. A caring educator is willing to
implement new methods of presentation, assessment, and management in the
classroom. These new methods may reflect changes that are occurring in society or
effective teaching styles that have developed in education. If the educator approaches
each school year and class taught as a unique and new experience, then he as well as his
students will be on the road to success, and those in the school community will begin to
look upon him as a respected, outstanding educator.

3. Teaching Philosophy
Marianne McFadden – EDG 540
October 2013
3
In reviewing qualities such as caring, wise, respected, consistent, and open, it is
possible to view the teacher’s role as somewhat similar to Gutek’s description of
Thomism where the teaching profession is considered a vocation and therefore a
service to others (Gutek, 2004). Although the religious aspect is not addressed above,
the dedication emphasized clearly parallels Thomistic thought.
Professionals who conscientiously make an effort to keep all the aspects of their
philosophy in mind on a daily basis as they work with their students have a great
opportunity to be effective, respected, and successful. Many educators (and the author
of this paper) believe they have come to develop and revise their philosophy by
carefully observing the techniques and mannerisms of successful and influential
educators and administrators (mentors) that they have had the pleasure and fortune of
knowing . Mentors’ influences have helped shape the kind of educators that successful
teachers become, and their mentors’ dedication to the profession serves as
encouragement to continue to desire to improve day by day and year by year in order
to continue to be effective and influential educators.
The idea of mentors acting in perpetuating a respected profession most closely
resembles the Perennialists, according to Gutek’s description as those who promote
recurrent universal and timeless truths and values (Gutek, 2004).
Subject Matter and Role in Serving the Purpose
Mathematics is considered a core subject, but it has a much greater role than simply
the art of computing in our everyday lives. Some of the goals of ‘mastering the subject’
include: following step-by-step procedures, developing specific logical procedures,
building skills in higher-order thinking, gaining the ability to think abstractly, and
becoming skilled in analytical thinking. Although many of these skills mentioned may
be considered skills of the very intelligent, an effective Math educator has the ability,
through patience, perseverance and a bit of creativity, to encourage all students to
realize their ‘Math potential’ by successfully leading his or her classes while promoting a
classroom atmosphere filled with encouragement and positivity. When students know

4. Teaching Philosophy
Marianne McFadden – EDG 540
October 2013
4
they are valued and believed in, they can achieve, and the intensity of the material
being learned will not affect their notions of how ‘possible’ their success will be. Many
slow learners have overcome the fear of tackling difficult course material because their
teachers were so influential and effective. These types of educators are able to instill in
their students the thrill of challenge as well as the confidence to carry the learning to a
success just by their persistent enthusiasm and positive attitude. These teachers make
abstract and analytical thinking both enjoyable and obtainable with their creative,
effective methods in the classroom as they strategically combine hands-on applicable
activities with a unique, incremental questioning style in an effort to allow students to
discover and develop somewhat complicated mathematical concepts.
Much of the mathematical teaching and learning described above very closely
follows the Essentialists’ view of the back to basics/mastery of basics approach to
teaching mathematics, where Essentialism asserts that discipline, effort, and hard
work, without diversions, enable learners to develop into productive, civil, and patriotic
citizens. Additionally, the Conservatists state that non-academics weaken the primary
role of the schools. Lastly, a bit of Progressivism is also evident in claiming that hands-
on activities lead to discovery; the Progressives argue that child-centered curricula with
less structure help learners embrace self-expression as they follow their interests in
collaborative, exploratory learning (Gutek, 2004).
Learning Outside the Traditional Classroom Setting
A wise educator should agree that humans learn by observation, questioning, and
testing hunches or hypotheses that the experiences and occurrences their environment
and outside world offers on a daily basis. We see this in very young children and
assume it to be true of anyone of any age. In our classrooms, therefore, it would make
sense that teachers should emphasize this natural inquisitiveness by constant
questioning and testing of the student hypotheses that students are encouraged to
formulate as opportunities are continuously provided for our students to observe and
develop a keen sense of awareness of the workings of their surroundings. If educators

5. Teaching Philosophy
Marianne McFadden – EDG 540
October 2013
5
constantly encourage students to develop observation and assessing skills, then our
classrooms would actually mimic what the immediate environment and outside world
persistently present to us. Students who learn to respond to the outside world’s
demands can be considered to be lifelong successful learners.
A bit of Dewey’s Pragmatism seems evident here as problem-solving as a method of
instruction (or project completion) is emphasized in the description above (Gutek,
2004).
Organization and General Approach to Teaching the Curriculum
It makes sense that the teaching of Mathematics for success would include ways to
develop the skills emphasized in the subject matter section in this paper. In developing
a sound, fluent, and cohesive Math curriculum, it is important to place emphasis on the
building of Math skills, from the very basic to the complex, with a constant stress on
analytical and abstract thinking. Many lessons and daily practices should center on
discovery learning through studying patterns and logical thinking, and teachers should
search for opportunities for students to collaborate in discussing relevant problems that
require critical thinking. The ultimate goal of the curriculum should be to develop
learners who successfully attempt and become confident in projects that require
concentration, perseverance, frequent revision and analysis in order to complete tasks
in any discipline with precision and accuracy. A sound curriculum that offers
mathematical growth year by year (in addition to yearly growth in all other disciplines)
will allow students to become critical and analytical thinkers, and encourage
development of the strong ability to cope with the world’s conditions and problems as
well. Lastly, these educated students will be valued as having the ability to make
meaningful contributions to themselves, their families and society as a whole for the
good of mankind and for the improvement of life, both personally and globally. These
citizens, in turn, will be looked upon as outstanding and influential in their lives’
pursuits, just as their excelling educators were.
Again, in noting the themes described above, it seems reasonable to see a ‘mixture’

6. Teaching Philosophy
Marianne McFadden – EDG 540
October 2013
6
of Conservatism and Essentialism as the basics to the complex is emphasized in
curriculum development. In noting the need for social change (and reform), it seems
reasonable to note that some Liberalism and Critical Theory are part as well as both
emphasize the need for practical, applied scientific methods and a belief in progress,
tendency to innovate, and a willingness to change to enhance reform. In doing so,
reform will give rise to bringing equality and fairness to all in an effort to solving
problems in society – by those who have reaped the benefits of a good education
(Gutek, 2004).
Reference
Gutek, G. L. (2004). Philosophical and Ideological Voices in Education. Boston: Pearson
Education, Inc.