Educational Philosophy

Rausch
From the time I was ten years old, when I set up my stuffed animals so I could
read to them, to now being here at Ferris State University, Ive always wanted to be a
teacher. Although, back when I was ten I wanted to be a teacher because that meant I
could drink coffee. Now, my reasoning is slightly different. Yes, I want to impact the life
of even one child, but I want my classroom to be a safe haven. Teaching provides a way
to help students discover who they are as a unique individual. I am dedicated to helping
them expand their thinking process and problem solving skills.
Education inside the classroom is all about the student. My job is to instruct
students to expand their knowledge, not read off facts for them to memorize. Helping
them learn responsibility is my top priority; this is known as student-centered instruction.
Instructors are still relied on, of course, but more as coaches working the sidelines,
(Conner). Instead of lecturing about algebra, I will be guiding them as they work in
groups. One of the most efficient ways students learn is through each other. They can
bounce ideas off each other and ultimately work their way through a project one might
otherwise not be able to do by his/herself.
Student-centered instruction focuses on training students to adapt to a world
that is ever changing (Sadker, 2010). I always think about a conversation with anyone; if
they are talking about something that I dont find interesting I find it hard to pay
attention. However, if they are talking about something that interests me I can listen and
often learn without thinking about it. Education is the same way, when my students sit in
my classroom they need to find relevance to what Im talking about with their lives right
now. This is known as social reconstructivism, changing the social challenges in society
(Sadker, 2010). It is no secret that there is segregation and bullying among other things
in our schools. In most classrooms those issues are shoved off to the side. However, to
begin to repair those problems I need to address them and talk about those topics.
Inside of a school each teacher is going to have a slightly different way of
conducting their classroom. Nonetheless, schools should hold their teachers to a high
standard. It is the schools responsibility to know what is going on inside every
classroom. When a teacher fails to uphold the standards, there should be a grace
period. A teacher should be set up with a mentor. Each teacher can become more
effective; if given the chance many teachers can improve upon their methods. However,
if a teacher continues to be destructive, no matter how long theyve been at said school,
there should be repercussions. The employees at the school should be a team. There
should be accountability for teachers, administration, secretaries, and librarians. Each
school should have a policy in place for bullying and if its broken the consequences
should be taken seriously. When everyone is on the same page, students know what is
expected of them from every member of the faculty.

Educational Philosophy
Rausch
Every classroom has various dynamics depending on diverse variables.
Therefore, the way I instruct will also change. The first step in addressing the learners
needs is realizing that each and every student will have different needs. It is impossible
for me to meet one hundred percent of each students needs one hundred percent of the
time. Some children are naturally more introverted and some are more extroverted.
Thus, I will take time out of academic work to allow my students get to know one
another. This way outgoing students can pair up with a shy student and have a one on
one conversation. Helping the students become comfortable with each other can help
tackle diverse needs. There are five ways to connect to a students needs: affirmation,
contribution, power, purpose, and challenge (Tomlinson). If I hold my students to a high
standard this will affect my students behavior to strive to reach those standards, this is
known as the Self Fulfilling Prophecy. Students have different gifts and to capitalize on
those gifts I need to know those gifts by getting to know my students.
These affirmations are rooted in a belief that each child is fully worthy of respect
simply because of his or her humanity, (Tomlinson). When I care about my students
and respect them, they begin to respect themselves. Tackling those differences can be
easier said than done. Students become easily distracted, now more than ever. So
instead of competing with technology I want to incorporate it in my lessons. My
classroom will be set up so students are at the center of the room. I want to incorporate
cooperative learning groups where students can help each other. This will allow them to
be social problem solvers. I would introduce a lesson, say on algebra and then once I
introduce it we can break off into groups to work on problems. In addition to the
problems, I would add in some ways for the students to be hands on. I might also
introduce some history behind algebra. The best way I can help them is to be a
facilitator, when they have questions I can address them one-on-one or in a small group
(Sadker, 2010). Incorporating different sensory motor skills in a lesson can be a good
way to exercise various aspects of the brain.
When I introduce a new lesson I will use scaffolding to help build on the
knowledge the students already possess. This deeply imbeds the old information since
it is necessary to use it to understand the new concept. My responsibility in my
classroom is to make sure my students have the knowledge to problem solve in an
effective manner. Students should know basic facts, however, they should know how to
find a solution to something they are not familiar with. My job is to prepare young people
to become informed citizens, critical thinkers, and well-mannered human beings that are
ready to enter the work place or college (Tomlinson).
The environment of your classroom is as important to the success of your
student as your teaching philosophy Negative physical factors can make it difficult for
learners to relax and pay attention, (Hutchinson, 2003). In my classroom I think it is

Educational Philosophy
Rausch
most beneficial to have students at tables. Having students together so they are free to
interact with each other allows them to discuss amongst themselves. At the same time,
all of the tables can face the front of the classroom when I am teaching the class as a
whole. In my classroom I want to keep things more livelily, do experiments, move
around, and create work groups. These groups force your students to use teamwork to
accomplish a task. My goal is to produce a place where the students are comfortable to
voice their opinions. This has to be maintained by providing a place for students to learn
when gaps of knowledge arise rather than a time to be ridiculed by other classmates,
(Hutchinson, 2003). I can control all of these things and it is my responsibility to make
sure my classroom is the best environment for my students to succeed.
Creating a successful classroom is about all of these factors working together.
When I have a comfortable classroom, teamwork with faculty, and instill critical thinking
my educating philosophy can start to become fruitful. Having a student-centered
classroom is the beginning of having a successful. When I am helping them learn I can
better assist the needs of each student as an individual.

References
Connor, P. Student-Centered instruction: A brief description. Colorado State
University Teaching. Retrieved from http://teaching.colostate.edu/tips/tip.cfm?tipid=60

Hutchinon, L. (2003, April). Educational environment. ABC of Learning and

Teaching. Retrieved from http://www.bmj.com/content/326/7393/810

Educational Philosophy
Rausch
Sadker, D.M. (2010, July 19). Student-Centered philosopies. Education. Retrieved
from http://www.education.com/reference/article/Ref_Student_Centered/?page=2

Tomlinson, C.A. Teacher response to student needs: A starting point for

differentiation. The Association for Supervision and Curriculum Development. Retrieved
from http://www.ascd.org/publications/books/103107/chapters/Teacher-Response-toStudent-Needs@-A-Starting-Point-for-Differentiation.aspx