In the most basic form, my philosophy for educating students can be summed up as providing students with the tools to become the best possible versions of themselves that they can be. This inherent aspect of my beliefs can be found within the rapport between student and teacher. The techniques in which the content is connected to the students. The ways in which the content is actually taught. And, finally, in the overall assessment and accommodations of the students.
Though my opinions on education take aspects from many different philosophies, overall, I draw from the Pragmatic point of view. Pragmatism looks at the world as ever changing with no defined rules. I express this in both my approach to students, but also my approach to the subject matter. Every person is different, and these differences will express how they learn and thrive. One student may learn best through reading to themselves, another from hearing the ideas explained, and another through collaboration with their peers. Because of this, I intend to provide students with as many possible avenues to explore in their pursuit for knowledge, including creating opportunities to focus on methods that most help each student. Pragmatism in relation to the subject of history views the perceptions of the content as up for alteration when deemed necessary. This doesn’t mean that I believe there are no wrong or right answers, but that it is possible for those answers to change. Assessments will of course have best possible answers. However, if a student is able to explain their answers to the best of their abilities, thinking through the scrutiny, it may be a correct answer.
Education can be a one way street, in which a lecturer stands before the students and speaks for an hour and a half with little interaction outside of the academic topic. However, I do not think that this technique creates an environment in which learning is intriguing or desirable. Through the use of individual connections via anecdotes and conversation, a comfortable education backdrop is set, allowing students to feel comfortable enough to be actively involved in their own education.
In opening this environment, the educator and students can participate in the Socratic Method. The Socratic Method involves using skillfully asked questions to lead a student to a conclusion. However, the Socratic Method need not be only applied in the form of dialogue. The students can be urged to come to their own conclusions through the use of any medium, whether it be texts, notes, or even videos. The idea is that students are given the ability to form their own ideas and given the tools to come learn whether these ideas hold up against scrutiny.
However, this opening of rapport does not only create the ability for students to involve themselves in their education, it also provides them with a safe and comfortable haven. These students come from all walks of life. Although education is in the title of the job, supporting these students is just as important. A student who feels safe and relaxed will be a more successful person in whatever capacity that may be.
Being that I seek to teach social studies, there are a massive amount of avenues to relate the subject to the students. In order to do this, I would create a pre-class assessment of not only what they know about the subject, but also what they are interested in the subject. The students with interests will obviously be most easily involved in the subject, but there are still ways to connect with the others as well. Using rapport to find out what the students are interested elsewhere in their life, those connections can be made between the subject and the students. Whether it is associating history with sports, jobs, games, or even other subjects, just a little effort is necessary to find the way to bring the subject to the student.
Actually getting the education to the student is, of course, the most pertinent aspect of educating. To do this, I would use various methods. Varying these methods allows students to learn through different ways. However, it also provides students who have difficulty learning from one method, other ways to pick up the content.
Utilizing technology would fall within these methods as well. Whether for better or worse, technology has become an integral part of citizenry within society, and in order for students to become successful, they must be proficient in these devices. The use of computers would allowed for certain assignments to flourish and display adaptability. Allowing phone use for projects give them the opportunity to utilize their everyday technology in ways that improve education. Even simple things like showing videos in class, using projectors, or any devices that pertain to the subject that the students may find neat, would be promoted.
Open ended questions would be a large part of methods. Many aspects of history are, themselves, open ended. The idea isn’t that students should know the exact year, day, and hour that something happened, but why. Within my philosophy, why is the most important question.
How I assess the answers to these whys are important as well. The main idea is that as long as the student provides ample explanation to answer and scrutinize their thoughts then it can be, at least partially, correct. This isn’t to say any and everything is free grabs, but students are not discouraged from free thought and exploring the subject in their own ways.
Within assessment, participation will be a considerable aspect as well. I know that many students are uncomfortable speaking up, but through the use of rapport, I hope to draw students into conversation and learning. Whether it is by direct calling on, open dialogue, or even extra credit for speaking more often, ways to encourage discussion will be involved.
However, when assessing students, their natural abilities must always be taken into account. We want to challenge students to be the best that they can be. That means that a student set to graduate early and attend college will be challenged by different methods than one who struggles with the material. Though this may be difficult, it is always important to challenge each of these students, and any in between, with the appropriate methods. Any IEP would be followed to a ‘t’, without even a hint of discomfort, to provide these students with abilities to be the best person that they can be, regardless of how easily they can answer test answers. And, students who find the course too easy, will be given their own ways to challenge themselves, because complacency also doesn’t foment the best self improvement.
Providing opportunities for students to be the best people they can be, is above all. My beliefs on how to allow them to attain that include creating a comfortable place for the students to learn and develop, implementing the methods that would yield the best results for their understanding, pulling technology into the classroom, bridging the content with the students’ world, and appropriately assessing each individual. In the end, if these methods do not provide the students with the tools to be the best people that they can be, then I will alter them until they do. The student is always the priority.