Educational Philosophy Essay

My approach to education is disciple-centered. I always furnish to ensure that students argon given the best opportunities to build upon their existing distinguishledge and capacities. I intend that education is not wholly about dwellledge-transfer but it is about transforming plenty and building their capabilities to accommodate aw atomic number 18ness of their experiences and to be able to use high order thinking skills so they can be infract item-by-items and better citizens of society.Based on my experience as an educator, the principles that underlie my direction ar influenced by constructivist paradigms, which posit that meaning or knowledge is actively constructed in the human mind. (Richardson, 2003, p. 1625) Hence, education is not stagnant but a free burning process, and the role of the educator is to enable students to be able to establish a connection between theory and experience, to make sense of their realities and lived experiences found on what they tick off from other screen backgrounds, whether it is school, work, or even in their relationships with other people.I believe that a good teacher is one who makes effort to know his or her students, including their socio-economic backgrounds, and pays attention to the way that the students interact or create their proclaim knowledge. In this sense, a good teacher is one who considers the acquirement require of his/her students, who is able to adapt strategies that would build on students capacities and knowledge styles, and who ensures that students have friction match access to breeding opportunities by making teaching content relevant to the students unique backgound and context (UNESCO, 2004, p.5). In the same manner, a good scholarly person is one who attempts to discover his or her have got cultivation style, strength, and weaknesses and tries his/her best to make his/her learning relevant and useful in his/her daily life. In learning settings, students and teachers have different responsibilities, both of which are defined by individual and social expectations. A teacher is expected to attempt to provide his/her students with learning opportunities ground on their specific and oftentimes diverse require. (UNESCO, 2004, p.6) Meanwhile, a student is expected to be responsible for directing his or her declare learning, and to stand up his/her awareness of his/her learning needs in order to maximize the opportunities for learning that he/she encounters. I believe that people are actively winding in their learning. Learning results from individuals interaction with the environment and their attempt to make sense of these experiences. (Fry, Ketteridge, & Marshall, 2003, p. 9) Hence, people learn by building on what they already know and they are usually interested in learning when it has relevance for them.Among the nearly important environmental factors that influence an individuals ability to learn are the quality of feedback, the availabil ity of tools and mechanisms to support and facilitate learning, and the students quality of life or living conditions. Thus, the presence of appropriate feedback based on the students accomplishments, the ability of the teacher or the school to provide students with learning tools and opportunities, and the relevance of the education to the students cultural and socio-economic background would enable the students to maximize their own learning potentials.There are overly personal and interpersonal factors that all promote or impede learning. One is an individuals infixed capacity that is determined by his or her biological constitution or by genetics. Likewise, an individuals personality, which affects his or her disposition toward the environment impacts on his or her ability to learn. Decisions on the goals of instruction are made based on the needs and expectations of the learners, the teaching setting, the needs of the organization, and the wider needs and expectations from t he community.I try as much as possible to put the needs of the learners in a high place other considerations. However, the goals of instruction also have to incorporate the teaching setting and the needs of other stakeholders such as the organization sponsoring the class and the needs of the community wherein the instruction takes place. The factors that influence my choice of teaching and evaluation strategies are the concrete needs of the students based on the evaluation of their performance and also their interests.I choose teaching strategies based on the interests and capacities of my students and on the goals of the instruction. rating strategies are chosen based on their effectiveness, appropriateness, and ability to concretely bank bill student performance based on the goals of the instruction. Evaluating my own strengths as an educator, what makes me most proud in my practice is my ability to establish an easy rapport with my students and to easily identify their inter ests by taking time to know them personally.I would like to believe that I was able to influence most of them to savor at life as a continuing journey towards penetrating more about themselves and about their environment, and to value education not only in its formal sense but in its relevance in establishing meaning from experiences and realities. My educational philosophy and principles are demonstrated in my pursue record as an educator in the non-formal education system.As a teacher of adult classes in church, I was able to develop my own style of teaching that is grounded on the experience and realities of my students, and which considers the significance of what they learn from these classes on their daily lives. My stint as an instructor in the U. S. Army and my underway employment as the Manager Instructor for FedEx, where I teach well(p) driving habits to adult drivers, also enable me to constantly hone my teaching skills based on the diversity of teaching settings and the kind of students I encounter. flora CitedFry, H. , Ketteridge, S. , & S. Marshall (2003). A handbook for teaching and learning in higher education. VA, USA Kogan Page. Richardson, V. (2003). Constructivist pedagogy. Teachers College Record, 105(9)1623-1640. UNESCO (2004). Changing teaching practices using curriculum differentiation to answer to students diversity. Paris, France UNESCO.