Running Head: PERSONAL PHILOSOPHY OF EDUCATION

PERSONAL PHILOSOPHY OF EUCATION

Personal Philosophy of Education

Olivia Martin
Regent University

PERSONAL PHILOSOPHY OF EUCATION

Introduction
For years, people have laid claims to the perfect formula for a quality education.
However, through millions of dollars in research and hundreds of thousands of printed articles
and books promoting different ideas on how it should be done, there is still no clarity as to what
the exact formula is. It is important for every teacher to take stock of what they have learned
through experience, discover the gems of information gained, learn what works and what does
not, and develop their philosophy of education; to articulate their ideas and create a framework
for what kind of teacher they want to be. In this way, teachers set a benchmark, a goal, to look
back on, reflect upon and adjust as they begin their careers.
Purpose of Education
Through years of schooling, our public education system should, with each student, work
to create an adult who can think for themselves, contribute to the global economy, compete
intellectually, provide for themselves, etc. Truly though, the most basic purpose of education is
providing fundamental knowledge for life-long learners. The purpose of education should be to
prepare students to become active, purposeful scholars throughout the entirety of their lives. I
have learned throughout my experience in the classroom that the purpose of education is not
merely to make students complete worksheets and memorize facts so that they can go on to the
next grade or stage in life, it is to provide them with the critical thinking skills that will make
them successful throughout their lives. My goal is to make the classroom like a laboratory in
which students can experiment with different styles of learning, find out what interests them, and
gain the tools that facilitate their educational journey (Tomlinson, 2010).

PERSONAL PHILOSOPHY OF EUCATION

Learners
When a child steps foot into a classroom, they carry with them a whole history of diverse
backgrounds that will forever influence the way they think, act, feel, and perhaps most
importantly, learn. This diversity demands that we as educators take a personal interest in our
students lives as a means of not only staying up-to-date with our students, but focusing
on caring for instead of about the personal well-being and academic success of
diverse students, with a clear understanding that the two are interrelated. While
caring about conveys feelings of concern for ones state of being, caring for is
active engagement in doing something to positively affect it. Thus, it
encompasses a combination of concern, compassion, commitment, responsibility,
and action (Gay, 2010, p. 48).
Throughout my experiences in the classroom I have seen the power of this principle first
hand. I know that authentic relationships are the only way to create meaningful learning
experiences with our students. I firmly believe that, while every child may not learn the same
way, every child can learn. It is my goal to discover the techniques, methods and styles that each
of my students responds to and to use that information to help my students in reaching their
goals.
Teachers and Instructional Strategies
To this end, my goal is to not only become a teacher, but to become an effective teacher.
Effective teachers push students to learn, maintain order, are willing to help, explain until
everyone understands, vary classroom activities, and try to understand students (Powell, 2012,
p. 22). In the classroom, I have seen this achieved when teachers have a plan, but are flexible

PERSONAL PHILOSOPHY OF EUCATION

and are passionate about student success. Effective teachers are life-long learners who
constantly reevaluate what they are doing, never content to stay at one level of learning
(Powell, 2012, p. 21). Good teachers plan exhaustively and purposefully, knowing that
through organization and appropriate lessons, they will have a greater impact on their students
(Powell, 2012, p. 21). More than this, I have seen effective teachers evaluate their students
needs and work determinedly to meet those areas every day.
Part of this process includes getting students out of their chairs and personally involved in
their own education. Today, we have the advantage of a huge technology presence in the
classroom. I have been able to witness firsthand the effectiveness of this tool and when used
appropriately, it is capable of impacting every student, at any level. My goal in my classroom is
to assess the level and learning style of every student in order to tier my instruction to meet their
needs and keep them directly involved in the learning process.
Olivia Martins Impact on Education
From the moment students enter a school, the most important factor in their success is
not the color of their skin or the income of their parents, its the person standing at the front of
the classroom (Powell, 2012, p. 20). When I step foot into my classroom, I am a powerful force
in my students lives. I am determined that that force is one that positively impacts the lives of
each of my students. Through the perspective of my faith, I see the tremendous opportunity I
have to speak life into my students, to invest the idea of hope that it is always worth the effort,
and that their lives can be improved through education. I consider Proverbs 22:6 a strict mandate
for my teaching philosophy, train up a child in the way he should go, and when he is old he will
not depart from it. (NKJV)

PERSONAL PHILOSOPHY OF EUCATION

References
Gay, G. (2010). Culturally responsive teaching: Theory, research, practice. New York: Teachers
College Press.
Powell, S. D. (2012). Your introduction to education: Exploration in teaching. Boston: Pearson
Education Inc.
Tomlinson, C. A. (2010). Sometimes we must rethink our theories and learn how to teach one kid
at a time. Educational Leadership, 12-16.