My Educational Philosophy
I believe educators act as facilitators, who interactively contour the learning environment, by motivating students while teaching them how to apply skills and strategies needed to be successful life long learners in all areas of development: social, emotional, physical, and cognitive. In addition, it is important that educators to teach children methodically how achieve success. Vygotsky denotes autonomy is the ultimate goal, and each student must be taught how to self regulate his or her own behavior.
I believe educators must become familiar with new child growth and development theories. They must also use their knowledge of child growth and development research to provide appropriate opportunities for children to construct meaning from the learning experience. According to Piaget, children construct meaning as a result of hands-on experiences. Therefore, hand-on learning must occur across the curriculum.
I believe the purpose of schooling is to prepare young children to be successful in all future endeavors. Therefore, schools must provide the necessary skill sets for students to be successful. These skills must be valuable in advancing society. John Dewey describes schools as a social institution actively involved in a triad relationship with the home and the community to create a democratic society. I believe education provides a pathway that leads to opportunities. Educators must provide the environment and opportunities for children to construct meaning from the learning experience.
Educational leaders must be visionaries who provide a safe, comfortable environment for every child to learn, grow, and develop. Educational leaders must develop and foster cohesive learning communities that clearly demonstrate all stakeholders are highly valued. They must be effective communicators. They must also be highly committed to building a learning environment that is embedded with respect, support, cooperation, and high expectations for all stakeholders. Their decisions must be fair, ethical, and clearly focus on student achievement. Educational leaders must also be continuous learners who strive to be knowledgeable of all areas of schooling.
Instructional leaders shape the environment to be conducive for learning. Instructional leaders also provide all necessary resources for all stakeholders to facilitate student achievement. Student achievement must be the primary focus. Instructional leaders must be knowledgeable of techniques to use data to improve student achievement. In addition, all of their decisions must be based on whether it benefits the students. Instructional leaders must consistently model appropriate interactions with all stakeholders. Thomas J. Lasley states, “The self-images of all students derive from the types of interactions they have with adults.” Therefore, instructional leaders must work diligently to ensure the best and the brightest achieve at their maximum potential.
The students must recognize their role as a stakeholder. They must be valued and value the school. The students must be motivated and committed to their individual and collective success. They must also have high expectations for their own success. Most importantly, they must believe that student achievement is their primary goal.
Each teacher should have a literature rich classroom filled with books that represent a variety of genres and cultures. In addition, they should teach in ways that are meaningful to the children and design lessons for each learning modality, auditory, visual, kinesthetic, and tactile to promote academic success. Teachers must also be able to execute a plethora of hands-on Language Arts, Math, Social Studies, and Science activities integrating content areas and leaning styles. Furthermore, teaching and classroom management strategies must evolve around the whole child, social, emotional, physical, and cognitive development. I also believe teachers must develop a plan to establish community within their classroom and begin implementing their plan upon the onset of pre-planning by establishing communication with the students and their parents. Classroom community and a repertoire of classroom management strategies help teachers create a facilitative rapport where optimal time is spent on learning, each child is motivated to learn, and each child feels confident that the teacher cares.
The community must be considered a viable asset to the success of the school. The community must also be actively encouraged to actively participate in school-based activities. The community must also be invited and included in planning school-based activities. Relationships must be developed and maintained. The community must also recognize the school is a resource for the community. The community should be willing to provide additional human and capital resources for the school.
I believe that children remain engaged and stay on task when the directions are clear, the activity is developmentally appropriate, the environment is supportive, and activity is interesting. Therefore, I believe regularly scheduled professional development must be presented to the entire staff to maintain a high quality staff committed to keeping the children actively engaged in the learning process. Professional development must improve all areas of teaching but most importantly improve student achievement.
I believe educators act as facilitators, who interactively contour the learning environment, by motivating students while teaching them how to apply skills and strategies needed to be successful life long learners in all areas of development: social, emotional, physical, and cognitive. In addition, it is important that educators to teach children methodically how achieve success. Vygotsky denotes autonomy is the ultimate goal, and each student must be taught how to self regulate his or her own behavior.
I believe educators must become familiar with new child growth and development theories. They must also use their knowledge of child growth and development research to provide appropriate opportunities for children to construct meaning from the learning experience. According to Piaget, children construct meaning as a result of hands-on experiences. Therefore, hand-on learning must occur across the curriculum.
I believe the purpose of schooling is to prepare young children to be successful in all future endeavors. Therefore, schools must provide the necessary skill sets for students to be successful. These skills must be valuable in advancing society. John Dewey describes schools as a social institution actively involved in a triad relationship with the home and the community to create a democratic society. I believe education provides a pathway that leads to opportunities. Educators must provide the environment and opportunities for children to construct meaning from the learning experience.
Educational leaders must be visionaries who provide a safe, comfortable environment for every child to learn, grow, and develop. Educational leaders must develop and foster cohesive learning communities that clearly demonstrate all stakeholders are highly valued. They must be effective communicators. They must also be highly committed to building a learning environment that is embedded with respect, support, cooperation, and high expectations for all stakeholders. Their decisions must be fair, ethical, and clearly focus on student achievement. Educational leaders must also be continuous learners who strive to be knowledgeable of all areas of schooling.
Instructional leaders shape the environment to be conducive for learning. Instructional leaders also provide all necessary resources for all stakeholders to facilitate student achievement. Student achievement must be the primary focus. Instructional leaders must be knowledgeable of techniques to use data to improve student achievement. In addition, all of their decisions must be based on whether it benefits the students. Instructional leaders must consistently model appropriate interactions with all stakeholders. Thomas J. Lasley states, “The self-images of all students derive from the types of interactions they have with adults.” Therefore, instructional leaders must work diligently to ensure the best and the brightest achieve at their maximum potential.
The students must recognize their role as a stakeholder. They must be valued and value the school. The students must be motivated and committed to their individual and collective success. They must also have high expectations for their own success. Most importantly, they must believe that student achievement is their primary goal.
Each teacher should have a literature rich classroom filled with books that represent a variety of genres and cultures. In addition, they should teach in ways that are meaningful to the children and design lessons for each learning modality, auditory, visual, kinesthetic, and tactile to promote academic success. Teachers must also be able to execute a plethora of hands-on Language Arts, Math, Social Studies, and Science activities integrating content areas and leaning styles. Furthermore, teaching and classroom management strategies must evolve around the whole child, social, emotional, physical, and cognitive development. I also believe teachers must develop a plan to establish community within their classroom and begin implementing their plan upon the onset of pre-planning by establishing communication with the students and their parents. Classroom community and a repertoire of classroom management strategies help teachers create a facilitative rapport where optimal time is spent on learning, each child is motivated to learn, and each child feels confident that the teacher cares.
The community must be considered a viable asset to the success of the school. The community must also be actively encouraged to actively participate in school-based activities. The community must also be invited and included in planning school-based activities. Relationships must be developed and maintained. The community must also recognize the school is a resource for the community. The community should be willing to provide additional human and capital resources for the school.
I believe that children remain engaged and stay on task when the directions are clear, the activity is developmentally appropriate, the environment is supportive, and activity is interesting. Therefore, I believe regularly scheduled professional development must be presented to the entire staff to maintain a high quality staff committed to keeping the children actively engaged in the learning process. Professional development must improve all areas of teaching but most importantly improve student achievement.