Philosophy of Education
My philosophy of education derives from a constructivist view and a personal passion to see students come to their own understanding of literature and writing, so that in doing so, they can truly learn for themselves. I believe this kind of “self-learning” can best be achieved through ownership in writing, making connections, and consistent reflection.
If students are to truly learn on their own, they have to want it for themselves. By this I mean, that students will have to assert ownership of their own learning, particularly in their writing. Through observation and field experience, I know that as teacher I can’t force my students to learn, but I can give them that opportunity. In my English classroom, this means developing ownership of writing and participating in activities that require my students to rely on themselves and claim their work. In a practical sense, this concept translates into personal sharing and expression. Students need to feel like they have a space in which to be themselves in their writing, and explore their own ideas about literature.
It is also important for my students to understand how to make connections with others, themselves, and the world around them. I want to use the literature in my classroom as a foundation for making these connections through writing. Also, in order for students to feel ownership of their work and truly learn on their own, they have to feel like their writing has a personal connection to them. Instead, students will read texts and then make connections to themselves or the world around them, ultimately resulting in a newer understanding and a firmer sense of self.
The need for continued reflection by my students and myself is crucial to the development of independent writers and thinkers. Instead of students viewing me, the teacher, as the ultimate corrector and editor of their work, through asking them to reflect on their own writing and the writing of their peers, they learn to develop their own revisions. As teacher, I will also reflect, as I constantly adapt my lesson plans as they work or do not work, striving to meet the needs of my students. So in the classroom, both teacher and student will work together, building ownership, developing connections, and reflecting on ourselves, ultimately leading to true self-learning.
If students are to truly learn on their own, they have to want it for themselves. By this I mean, that students will have to assert ownership of their own learning, particularly in their writing. Through observation and field experience, I know that as teacher I can’t force my students to learn, but I can give them that opportunity. In my English classroom, this means developing ownership of writing and participating in activities that require my students to rely on themselves and claim their work. In a practical sense, this concept translates into personal sharing and expression. Students need to feel like they have a space in which to be themselves in their writing, and explore their own ideas about literature.
It is also important for my students to understand how to make connections with others, themselves, and the world around them. I want to use the literature in my classroom as a foundation for making these connections through writing. Also, in order for students to feel ownership of their work and truly learn on their own, they have to feel like their writing has a personal connection to them. Instead, students will read texts and then make connections to themselves or the world around them, ultimately resulting in a newer understanding and a firmer sense of self.
The need for continued reflection by my students and myself is crucial to the development of independent writers and thinkers. Instead of students viewing me, the teacher, as the ultimate corrector and editor of their work, through asking them to reflect on their own writing and the writing of their peers, they learn to develop their own revisions. As teacher, I will also reflect, as I constantly adapt my lesson plans as they work or do not work, striving to meet the needs of my students. So in the classroom, both teacher and student will work together, building ownership, developing connections, and reflecting on ourselves, ultimately leading to true self-learning.
