Beliefs About Learning

Throughout my time in education, I have been in the role of learner more often than I would have anticipated as a new teacher.  As a teacher, it is important for me to think of my philosophy of learning as a facilitator to many learners and as a learner myself.  I have several beliefs about learning and I assume they will change the more I learn.  As a leader of many, I believe that learning has the following characteristics: 

• Learning is a birthright:  From the moment we arrive on the earth, we are in a constant state of learning.  We must learn to breathe, communicate, eat and move.  We continue learning throughout our lives.  Life is about experience and I believe that learning is a part of that experience.  

• Learning should be fluid and practical:  As we know, learning is traditionally thought to occur in a classroom, inside of a school with a teacher who gives students information.  When we become school age, we do not stop learning outside of the classroom.  Although we do learn in a classroom, acquiring knowledge should not be a sequence of isolated facts, details and theories.  Learning should occur solving real life problems that can be applied.  

• Learning is ongoing and it can change:  The days of traditional learning in a classroom are now being proven to be unsuccessful.  Technology has arrived and it has made rapid changes in the ways people live, think and operate.  This does not mean that our previous ways of learning were bad, but they must keep up with the constant changes around us.  What use is it to learn in a way that will not benefit us once we leave school?

• Learning is diverse – As educators, we know that there isn’t only ONE way to learn.  Of course, there are different theories and modalities that tell us so, but let’s go beyond that.  There isn’t only one strategy to solve a problem.  Additionally, you don’t even have to figure it out alone.  If we can think diversely, it can be assumed that we can all learn diversely.  Sir Ken describes that “our communities depend upon a diversity of talents, not a singular conception of ability (Robinson, 2012).”  We all need each other to create a rich productive community.  

• Learning is personal: It can be spiritual, cultural, challenging and sometimes easy.  I believe that everyone has a specific journey to follow in life.  Their life may come with different experiences that another person may not be able to relate to.  This is ok.  Everyone is important and has a gift that can be shared.  As stated in his Ted Talk, Sir Ken Robinson shares that “the whole system of public education around the world is a protracted process of university entrance.  And the consequence is that many highly talented, brilliant, creative people think they're not, because the thing they were good at at school wasn't valued, or was actually stigmatized (2007).”  

As an educator, I have certain beliefs about student learning.  I believe most prominently that the best teacher is experience.  Although teachers can help learning, teachers cannot make students learn.  It is instead, the learner who is responsible for this.  Whether the experience is in the classroom or in the real world, experience shapes what we take from it.  I also believe that we learn when there is challenge.  We must believe that we can get through them.  And if we can fail, we can fail forward.  This is best described by Dr. Carol Dweck (2007) as having the growth mindset.  Growth mindset is detaching your self-worth from your abilities and instead using experiences to grow and learn.  

Based on personal experience, I have seen my learning flourish when:

• The subject or topic interests me.  Not only did I learn, but I was interested enough to talk about it, share it with others, and even do more research about it.  

• Another observation about my learning is that when assignments had an element of self-reflection and/or self-analysis, it allowed me to stretch my thinking and connect with what I learned.  Whether I liked it or not.  

• The most recent characteristic of my learning is that I learn with a supportive community.  The community must allow necessary input and guidance to enhance my experience.  Also important is Discussion and discourse with help from my fellow learning partners and groups.  All these factors help to guide, motivate and use as a collective for knowledge and growth

• Overall, I know that when learning gets tough, I must remember my goal to keep me focused.  Uncomfortable and challenging times are inevitable, but the momentum of the process leads to the goal attainment.  

Theories for Learning

When reflecting on my personal learning philosophy as it relates to theories, the theories that most align with my beliefs are the Humanism theory backed by Abraham Maslow.  I also relate to  Constructivism which is supported by Jean Piaget, Lev Vygotsky, Jerome Bruner, John Dewey, and other great minds in education.  Humanism is the first theory that aligns with my philosophy.  Due to my advocacy for Social Emotional Learning I believe connections are most crucial for learning.  

According to these steps of Maslow’s hierarchy of needs, learning is nearly impossible without considering student necessities.  These needs stem from the basics such as food, water and shelter to more emotional needs such as love, and self-esteem.  Not until an individual has met all his needs, does  self-actualization occur.   You can read more about my personal opinions in my class discussion regarding changes in the education field.  The demographic I work with is an “at-risk” group.  It is my job as an educator to ensure that before anything is learned or shared that my classroom is a safe environment.  This rationale can also be applied to adults.  As explained by Daniel Pink (RSA, 2010), 

“the best use of money as a motivator is to pay people enough to take the issue of money off the table, so they're not thinking about money, they're thinking about the work.  Once you do that, there are three factors that the science shows lead to better performance, not to mention personal satisfaction - autonomy, mastery and purpose.”

It is understood that each student comes into our classrooms with personal preconceptions (Donovan et.al, 1999) about their world including information on varied subject matters.  From this knowledge we know it is also salient that issues hindering personal success must be addressed such as self-esteem, relationships and stability.  Without them the whole student will not be available for development or learning.  

To add, constructivism promotes that all learners build their own capacity for learning.  Their growth is based on their own interests, questions and it in turn presents the opportunity for students to be leaders in their learning process.  Students’ views of real-life merge with what they learn in the classroom.  The environment should be a place where collaboration, and application find its way through critical thinking and solving problems that are relevant.  

Conclusion

When putting my learning philosophy into action, I will ensure that I will think of the impact of my actions and lessons on the students first.  Students that participate in my innovation plan will use their portfolios to share ideas and thoughts with each other and whomever they would like for their audience to be.  Students will be able to have a choice and show ownership in their learning through topics based on their interests and reflect on their learning with themselves and others in their portfolios.