PHILOSOPHY OF EDUCATION

Students want and need to learn as much as they need food, clothing, and shelter. An educator's primary job is to fill that primal need for learning by creating engaging and relevant learning experiences every day. The greatest gift a teacher can give students is motivating them to experience repeated learning success. Students learn best by doing, and active teaching encourages active learning. Also, students need to be encouraged to explore and research information beyond the confines of the classroom and textbook. The best way to engage a student is to have a solid classroom management plan and a well-planned lesson that is grounded in relevant, purposeful activities designed to enhance that student's knowledge and skills and leave her or him wanting to learn more. Teachers should be strongly aligned with student-centered and student-directed learning that embraces exploration, discovery, experiential learning, and the production of academically rigorous products.

Teachers gather data on student performance to adjust the learning environment and instruction so that they can target students' learning needs. Teachers administer pretests to find a starting point for learning and post-tests to determine the students' increase in performance level as well as the teachers' effectiveness. A teacher should be able to organize a standards-based lesson sequence, successfully implement the plan, and then evaluate student learning. A teacher should be able to create an exciting learning environment that makes it difficult for students to not learn. A teacher should know how to include all students in learning at their own level, and a teacher should be able to inspire the students to push themselves to the next level.

Having access to knowledge resources is as important to a child's education as the actual curriculum content. Relevant and current information must be at the teachers' and students' fingertips to provide answers when the questions are still fresh. Information "on demand" is more valuable than information "just in case." Students should know how their taxon and locale memory systems work. Students should have skills and strategies to be able to work effectively in the different levels of the cognitive domain as defined by Benjamin Bloom. Students should be aware of their own learning preferences, and teachers should assist with creating a plan to develop other learning skills. Educational tools are a means to an end. For example, technology used appropriately can greatly magnify the students' capacity to learn and the teachers' capacity to teach, inspire, and motivate.