The document discusses the author's educational philosophies and beliefs as a future teacher. Some key philosophies that align with the author's views include behaviorism, progressivism/pragmatism, and multiperspectivity. For behaviorism, the author believes the teacher is responsible for an orderly classroom environment conducive to learning. Regarding progressivism, the author supports hands-on, real-world learning tailored to students' interests. The author also values exploring multiple perspectives in history. Overall, the author's philosophies emphasize student-centered teaching and creating an inclusive, culturally-aware classroom.

1. Running Header: Philosophy Paper
Lauren Moore
Philosophy Paper
Indiana University- Purdue University Indianapolis
EDUC-H440

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While reflecting on the philosophies we learned in this course, there are quite a
few that stand out to me. I find it to be a difficult task to address just one that I find
relating the most to my beliefs as a future educator. To be honest, for a while I started to
think my ideas on education were becoming more unique and different than the
traditional way of thinking about education. It was not until now that I realized how
passionate my aspirations and beliefs were as an aspiring teacher. There are many reasons
this society and program provides us with that give us a negative and corrupted version of
what teachers go through. However, I strive to always find a glimpse of positivity and
bring it to the forefront.
I find today, many individuals are hesitant to become a teacher because of the
government, educational system, pay grade, and so many other things. I honestly
struggled with weather I wanted to stick things out and still pursue a degree in education.
There have been many trialing days were I feel like giving up the dream of being a
teacher just to avoid any turmoil and frustrations with the profession. Luckily, I learned a
lot about my desires as a future teacher and what it will take to reach that dream. I have
found that holding tight to your beliefs and values, although challenging, is the only way
for me to endure this profession.
A few philosophies I find lining up with my beliefs, but are not limited to are
behaviorism and progressivism/pragmatism. I believe that the overall behavior of a
classroom can jeopardize a students learning environment. According to Huerta, it is the
teacher’s responsibility to design and create learning environments where students can
learn to their utmost potential (Huerta, 2009, p. 36). I believe that if there is a room full of
chaos and disobedience, students and the teacher will have a difficult time in moving

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forward in the learning process. I think that a child’s behavior is a good indication for
what is going on in their home life and also can provide on with the knowledge of the
student’s upbringing/parenting. I feel that even though it is the teacher’s responsibility to
maintain a well-structured environment, some weight should fall on a child’s guardians.
I do differ a bit when it comes to the idea of behaviorism being more teacher-centered.
I would try and incorporate ways for students to be involved with how a
classroom should run. An idea to do this would be to allow students at the beginning of
the year come up with a set of classroom rules that everyone should follow. I also
struggle with the idea of punishment in the classroom. Since we do not have a class on
classroom management, I am worried that I will not know what to do when a child
misbehaves. I hope to build upon this skill to help me become a better teacher in the
future.
Another philosophy I stand by is progressivism/pragmatism. I believe that it is
important for student’s to learn things in a hands-on approach. How will one know if one
never tries? I feel that this philosophy allows students to experiment their ideas and
answer any questions that arise. According to Huerta, Pragmatism holds that people
should acquire, demonstrate, apply, and test their ideas in real-world contexts and
experiments (Huerta, 2009, p. 39) I believe that real-world contexts when teaching
different subject area is very important. This allows students to find a connection the can
relate with in the real world to hopefully increase their understanding in different content
areas. I also found that progressivism calls for teachers to find activities that appeal to
student’s interests and needs. A goal that I have for myself when I am a teacher is to get
to know each and every one of my students despite how challenging or time consuming it

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is. By doing this, I hope to gain knowledge about my student’s needs and interests so that
I may find activities and lessons that appeal to them.
Based on my educational philosophies, I hope to achieve a classroom with a sense
of comfort, appreciation and open-mindedness where students can leave their burdens at
the door. I want the parents and family members of my students to feel that they are just
as important in the child’s educational processes as the teacher. I want to have a student-based
curriculum that allows students to be inquiry driven. I will be intentional with how
I interact with students inside and outside of the classroom. I will incorporate fine arts
into my classroom where students can express themselves through many different forms
including but not limited to music, drama, art and dance.
I will strive to create an inclusion-based classroom environment where all
students are accepted, respected and appreciated despite what cultural background or
ethnicity may be. I feel it is important for students to see themselves represented within
the classroom. Meaning a variety of cultural diverse activities, posters and lesson plans
within the classroom. I will accomplish this goal by first getting to know all of my
students and understanding where they come from. I am determined to educate my
classroom on the vast variety of cultures regardless of whether those specific cultures are
represented through the students. Overall, this goal will allow me to develop a sense of
cultural awareness within my students not only in the classroom, but also in every aspect
of their life.
Looking back, there have been a significant amount of individuals and
experiences that have molded my beliefs about education. My family has always affected
how I viewed education since we were homeschooled for quite some time. My father has

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always supported and pushed me to stand behind my beliefs and to never stop pursuing
my dreams. I worked for three years as a mentor in higher education. This position
opened up my eyes in how I would want to teach my future classroom. I have found that
because of this experience, I am more passionate for the students that I am for the
profession. This might sound absurd, but it is the truth. I am very empathetic and
understand of others. This is a quality that I will bring into my role as a teacher.
When it comes to historical perspectives, I feel strongly tied to the idea of
multiperspectivity (NHEC, 2010). I feel that it is always important to explore multiple
perspectives of others. This allows us as individuals to become more aware those around
us and how we can live in harmony. An example would be learning about the many
voyages of Columbus and the different people he encountered along the way. This
provides students with the different perspectives of each member in history.
Overall, my philosophies and beliefs on education are still growing and
developing through time and the many experiences I have and will continue to encounter.
I will always strive to reach my goals and hold strong to my beliefs and values. This
paper has allowed me to open up and hone in on what is important to me as a teacher. I
hope to stay strong to my beliefs and never stop improving the world of education.

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References
Huerta, G. (2009). Educational foundations: Diverse histories, diverse perspectives
(Instructor's ed.). Boston: Houghton Mifflin.
Teaching History (2010). Home of the National History Education Clearinghouse. (n.d.).
Retrieved October 16, 2014, from http://teachinghistory.org/teaching-materials/
ask-a-master-teacher/23610