Heather Morgan

EDUC 315
Personal Education Philosophy
1. Beliefs About Teaching and Learning
My goal is for my students to become critical thinkers, problem solvers, and lifelong
learners. I will create a positive learning environment that maintains clear expectations for
classroom behavior and promotes restorative practices. Restorative practices include building
healthy student-teacher relationships, resolving conflicts and encouraging a sense of personal
accountability, and reducing, preventing, and improving harmful behavior (The Schott
Foundation for Public Education, 2014, p. 2). For example, I can hold dialogue circles in my
classroom each morning. Students will be asked to take a moment and harness their emotions.
They will rate their feelings on a scale of 1 to 5, five being excited and one being low or
troubled. This will give me insight into how my students are doing and what I can do to better
support them. I will include myself in sharing as well as allow students to opt out. This
promotes a safe environment for students to express themselves, as well as builds focus on the
present moment (Edutopia, 2014).
2. Beliefs About students
First and foremost, it is important to recognize that all students will learn. However, equally
important is that all students will learn differently. Teachers must address the class as a group of
individuals, who each represent personal experiences of culture, society and knowledge. They
should not be expected to learn at the same rate or in the same ways. Each child has his or her
own strengths, weaknesses, and learning styles. Thus, it is necessary for the teacher to
understand herself as both a learner and a teacher that she may identify with student needs. The

student is a whole child, body, mind, and spirit. I will not only consider the students academic
success, but behavioral and social successes as well (California Department of Education, 2016).
3. Beliefs About Knowledge
Although there are multiple epistemological theories, I believe we come about knowledge
through a combination of ways. For example, I agree with rationalism in that knowledge is a
priori, our experience fills in what we already have predetermined space for (Shurance, 2014,
lecture notes). Yet a great deal of what we know is passed down through generations
(authoritarianism). I think one of the most dependable techniques of acquiring knowledge is
through the scientific method due its basis for evaluation. Still it is evident today that knowledge
is constantly updating itself, thus, intuition is not to be discredited. In the classroom setting, all
children should have the opportunity to learn, study, and engineer in their own ways using a
variety of resources. In our fast-paced world, it is imperative that we make our decisions
quickly and automatically (Stewart, Blocker, & Petrik, 2013, p. 29). We dont have the time to
research our every answer nor measure out our every decision (Stewart, Blocker, & Petrik, 2013,
p. 29). Thus, intuition as a method of acquiring knowledge must be encouraged.
4. Beliefs About What is Worth Knowing
A successful education equips children with practical life skills in order to become a fruitful
and contributing member of society. Students should be taught both personal and cultural values,
such as taking responsibility for oneself and embracing diversity. It is my goal to assess each
student as an individual and challenge them to new heights through differentiated instruction. I
want to help students find their niche and realize their strengths. I want to nurture the scientists,
mathematicians, engineers, historians, writers, psychologists, and performing artists of the future
generation.

5. Personal Philosophy Beliefs About Education

I identify with the educational philosophy of progressivism. I believe the child should take
priority above the subject matter. The way the student learns and his or her interests will shape
the way I present the curriculum. Learning should be an active experience; the classroom must
provide opportunities not only to think, but to feel and to do. As students draw from prior
knowledge, learning should also be a reflective experience. The school should aim to mold
children who want to make a difference for a better society as adults. As earlier stated,
knowledge is always changing. Thus, I will embrace and incorporate current research into my
teaching style and into the content matter.

References
California Department of Education. (2016). Definition of MTSS. Retrieved from
http://www.cde.ca.gov/ci/cr/ri/mtsscomprti2.asp
Edutopia. (2014). Using dialogue circle to support classroom management. Retrieved from
https://www.edutopia.org/practice/stw-glenview-practice-dialogue-circles-video
The Schott Foundation for Public Education. (2014) Restorative practices: Fostering healthy
relationships & promoting positive discipline in schools. Retrieved from
http://schottfoundation.org/sites/default/files/restorative-practices-guide.pdf
Shurance, M. (2014). Lecture notes. Vanguard University of Southern California.
Stewart, Blocker, & Petrik. (2013). Fundamentals of philosophy. New Jersey: Pearson
Education, Inc.