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Megan Hensiek
Dr. Macias
LBS 400
Philosophy of Education
In the historical analysis “The Teacher Wars”, Dana Goldstein (2014) writes, “I am an

intelligent person who has this love and passion for educating kids. So, let me use what I know to

create an experience for my students that reflects my expertise (p. 262). Teachers can have

extraordinary impacts on lives that reach far beyond the lessons developed within the classroom.

Although teachers are best known for the role of educating students and delivering classroom

management. There are however many other roles teachers contribute in the classroom that are

significant in the development of students. First teachers must understand the purpose of

education. Education is used not only to provide the fullest possible development of each learner

but it also is the process of gaining information and applying it to the outside world. Culturally

effective teachers educate children and adults so they can be empowered to become active

participants in the transformation of their societies. Education should also employ positive

values, attitudes and behaviors which will enable young adults to thrive in a world that embraces

diversity (United Nations Educational Organization, 2018).

Students must first be taught in a positive learning environment that fosters growth and

embraces diversity. In doing so, students should be integrated into an environment where they

feel comfortable and have confidence in voicing their opinions and asking questions. According

to Grassroots Curriculum (2014), every teacher that has been interviewed in an extensive

research has emphasized the need to include student voice in curriculum (p.13). Students should

feel like their opinions matter, and by incorporating their ideas into the curriculum this will

generate an active classroom by welcoming new ideas. By embracing the diversity of the
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classroom students will learn how to be culturally responsive which will encourage students to

be their selves. Learning goes beyond what the instructor teaches, it’s about students learning to

solve problems by experimenting and reflecting on their own experiences.

Part of connecting to a diverse student population starts with recognizing one’s own

biases. While the majority of teachers are typically white. There is no doubt that the average

white teacher shares completely different experiences than that of their Hispanic, African

American, Arab, etc., student. According to et al Weinstein (2004), by bringing our implicit,

unexamined cultural biases to a conscious level, we are less likely to misinterpret the behaviors

of our culturally different students and treat them inequitably (p. 29). In Weinstein’s observation

one student teacher engaged her students in role-play activities that highlighted issues of

diversity within classroom management dilemmas. The outcomes of this research are

fundamental because once teachers can recognize their own biases, there is less room for

misunderstandings which will create a safe environment for students to learn and progress. To

ensure all students are given an equal access to learning it is important to first research your

students and families that way teachers can be cognizant of what the student needs. In addition,

pushing for extra resources in your district and school is an essential way to make sure each

student is provided with equitable support.

My philosophy of teaching focuses on the child as a whole rather than the content or the

teacher. As noted by Oregon State edu. (2018) I have more of a progressivist approach to

teaching and learning. For instance, students should test ideas by active experimentation.

Learning is rooted in the questions of learners that arise through experiencing the world. With

the implementation of project-based learning and collaboration through group activities students

will be the driving force in their learning. Students will be able to apply their own experiences
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and background knowledge by becoming problem solvers. As an educator It is important to

model and provide experiences so that students can learn by doing. In addition, curriculum such

as literacy, literature, history, science, math, visual and performing arts, health, physical

education should be derived from students interests and questions. One way to accomplish this is

by using funds of knowledge. As identified by et al Lalas (2016), teachers can study the skills,

experiences, and family dynamics of their students and later apply their findings into curriculum,

and instruction (p. 27). Getting to know each student individually and taking the time to find out

their interests, home life, and daily struggles teachers can develop a better understanding of how

to create successful curriculum. As a result, funds of knowledge, can help me engage students by

making le A teacher’s role in the classroom is multifaceted and goes beyond classroom

management and lesson plans.

Notably, teachers encompass many important roles within the classroom, community and

society. Not only do teachers strengthen the gap between culturally segregated groups and

employ cultural competence, but they also act as mentors. Mentors, that offer a listening ear, aide

in troubled times and help establish academic success. Most significantly, teacher’s use their

expertise to instill knowledge in the development of children. In doing so, I hope to take into

consideration politics, parents, and the community where these students are from and use that as

a catalyst to help students grow whose level of skill will shape our future. Lastly, I hope to

encourage students to think critically by challenging their intellect, create an environment that

celebrates diversity, and use my passion and love for children to continue to research and learn

along the way.

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References

Goldstein, D. (2014). The teacher wars: A history of America's most embattled profession. New

York: Doubleday

Lalas, J., Macias, A., Fortner, K., Flores, N., Blackmon-Balogun, A., & Vance, M. (2016). Who

we are and how we learn: Educational engagement and justice for diverse learners (First

ed.).

PHILOSOPHICAL PERSPECTIVES IN EDUCATION. (n.d.). Retrieved from

http://oregonstate.edu/instruct/ed416/PP3.html

Role of Education | United Nations Educational, Scientific and Cultural Organization. (n.d.).

Retrieved from http://www.unesco.org/new/en/social-and-human-sciences/themes/fight-

against-discrimination/role-of-education/

Weinstein, C., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a Conception of Culturally