Personal Philosophy 1

Katrina Eager
Arizona State University TEL311

Philosophy of Education
Personal Goals and Beliefs as a Teacher

We must remember that intelligence is not enough. Intelligence plus character-that is

the goal of true education (Martin Luther King Jr.). Education exists to develop students into
critical thinkers, life-long learners, and non-cognitive skilled individuals. It provides
opportunities for learners to productively function in society with the support of the instructor,
community, and peers.
So how do I, as a future educator, support this role of education? A teachers role is to
ignite a fire in a leaner, to spark a passion for learning, and guide them through adolescence
development. In my view this can be done in a variety of ways. First, by forming a rhythm to the
classroom so there is a base of consistency. For example, complete attendance first thing in the
morning, then proceeding to share what the day will consist of and what the objectives are.
In addition, to form and maintain relationships with the class by showing a level of caring
through small but meaningful gestures, spreading positivity, and learning about individuals on a
more personal, yet still professional level. Some examples are discovering the background
knowledge and learning style, offering to hold study sessions before or after school, finding out
interest and goals so I can then shape my lessons to make them more relatable to the adolescent.
Besides student-teacher relationships, I also believe it is crucial for relationships amongst peers
to be formed to promote comfort, ultimate learning, and growth in character through interaction.
For this, I encourage collaboration, group work, icebreakers, and discussion. Pupils are then able
to learn from one another, continually engage, and remain on task. However, not everyone
enjoys collaboration, as there is an assortment of learning styles, beliefs, goals, passions,
personalities, etc.
That being said, I believe it is important to bring variation to teaching because the student
body is full of such diversity. Instructional strategies should alter from group work to
independent work, lecture to discussion, and hands on engagement to observation. Assessments
can fluctuate from diagnostic checks to formative checks to summative checks, from essay
responses to multiple-choice questions, and from projects to performances; this way a variety of
intelligence is assessed.
Furthermore, it is my belief that in order to build character one should model it
appropriately and uphold definite expectations of the learner. Presenting enthusiasm on the
subject, upholding an open mind, and providing encouragement will not only model positive
character but also ignite that fire of scholarship and motivation. With age comes responsibility; if
I appropriately hold higher expectations raise the bar while making the learner feel more
respected, I trust they will essentially meet the bar. In addition to higher expectations learners
need to be challenged. In my opinion, this is where it is necessary to consider the zone of
proximal development and exercise scaffolding to enhance active engagement.
It is the leaners role to be active participants, learn to understand the material and
importance of education, to be ambitious life-long learners, feel permitted to ask questions, and
be task monitors; meaning responsible for his/her own quality of work, management of time, etc.
Nevertheless, teachers and students are not the only ones that have roles in the educational
2 Personal Philosophy

system; it also consists of the home and community members. Parents, community, and schools
coming to together and being involved will lead to students success in developing learning and
thinking skills by providing tools, resources, support, and safety because education is not the
learning of facts, its rather the training of the mind to think (Albert Einstein).