Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
Scribd Logo
Upload

Welcome to Scribd!

  • 61 views

    Educational Philosophy

    Uploaded by

    api-735107600
    Wing Yan Hui outlines her educational philosophy which is rooted in progressivism and student-centered learning. She believes education is a lifelong journey and the teacher's role is to inspire and guide students. Her motivation for becoming a teacher stems from emotional and psychological factors rather than just financial incentives. She shifted from a teacher-centered approach to a student-centered one by making lessons more engaging and linking content to students' experiences. In her future classroom, she will use project-based learning and scenario-based activities to develop students' problem-solving and social-emotional skills through collaboration and active learning.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Educational Philosophy

    Uploaded by

    api-735107600
    61 views4 pages
    Wing Yan Hui outlines her educational philosophy which is rooted in progressivism and student-centered learning. She believes education is a lifelong journey and the teacher's role is to inspire and guide students. Her motivation for becoming a teacher stems from emotional and psychological factors rather than just financial incentives. She shifted from a teacher-centered approach to a student-centered one by making lessons more engaging and linking content to students' experiences. In her future classroom, she will use project-based learning and scenario-based activities to develop students' problem-solving and social-emotional skills through collaboration and active learning.

    Original Title

    educational philosophy

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Wing Yan Hui outlines her educational philosophy which is rooted in progressivism and student-centered learning. She believes education is a lifelong journey and the teacher's role is to inspire and guide students. Her motivation for becoming a teacher stems from emotional and psychological factors rather than just financial incentives. She shifted from a teacher-centered approach to a student-centered one by making lessons more engaging and linking content to students' experiences. In her future classroom, she will use project-based learning and scenario-based activities to develop students' problem-solving and social-emotional skills through collaboration and active learning.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    61 views4 pages

    Educational Philosophy

    Uploaded by

    api-735107600
    Wing Yan Hui outlines her educational philosophy which is rooted in progressivism and student-centered learning. She believes education is a lifelong journey and the teacher's role is to inspire and guide students. Her motivation for becoming a teacher stems from emotional and psychological factors rather than just financial incentives. She shifted from a teacher-centered approach to a student-centered one by making lessons more engaging and linking content to students' experiences. In her future classroom, she will use project-based learning and scenario-based activities to develop students' problem-solving and social-emotional skills through collaboration and active learning.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 4

    Wing Yan Hui

    Professor Jessica Shackil

    EDU-111-86514

    20th November 2023

    Educational Philosophy

    I believe that education a lifelong journey. As a teacher, my role is to inspire and guide

    students on this path. My teaching philosophy is rotted in the principles of progressivism

    and student-centered learning. In the following paper, I will explain how my philosophy

    and theory of education is applied to my future classroom.

    In 2010, when I chose to enter the early childhood field, many friends questioned my

    decision to become a teacher. Some speculated that I might have been motivated by the

    financial and vacation benefits, which are external incentives for teaching. However, my

    primary motivation for choosing this profession is rooted in emotional and psychological

    factors. Having experienced being a teacher, I can attest that while extrinsic rewards may

    initially seem enticing, they prove to be short-lived due to the inherent challenges of

    teaching, making those external incentives not truly worthwhile. Teaching is a demanding

    profession. Even during vacations, ensuring the classroom is prepared for the students'

    return becomes a crucial task, involving decorating and organizing materials for the
    upcoming unit. Additionally, numerous reflections and lesson plans require attention. If I

    couldn't finish these tasks before the break, they inevitably extended into my vacation time,

    despite not being accounted for in my official working hours. This situation often made me

    feel like I was contributing as a low-cost labor force. Consequently, if my motivation were

    solely based on financial incentives and time off, my career in teaching would not have

    been sustainable in the long run.

    Having experienced the role of a teacher, I pondered the question of who should

    determine the content taught in the classroom. While learning the art of teaching, professors

    advocated for students as active learners with the freedom to choose their subjects.

    However, the reality sharply contrasted when I began my first teaching job, instructing 4-

    year-olds to write with a pencil—an approach which is not developmentally appropriate.

    Recognizing the significance of motivation in learning, I shifted my teaching strategy from

    a teacher-centered to a student-centered approach. Introducing color pens and markers

    made the learning process more engaging. Witnessing students confidently showcase their

    newfound knowledge to visitors was a testament to the success of this approach. During a

    particular unit, students were encouraged to question, seeking answers at home with their

    parents, leaving a lasting impression. While I didn't let students freely choose what to learn,

    I guided and motivated them by linking the unit to their daily experiences, maintaining
    alignment with the curriculum. For young children, the ability to decide what they need to

    learn is limited due to their immaturity, necessitating educators to make those decisions.

    Nevertheless, I believe teachers can employ diverse methods to effectively impart

    knowledge, ensuring that students not only absorb the required curriculum but also develop

    a genuine enthusiasm for learning.

    The philosophy I most closely identify with is progressivism. I believe that education

    should be student-centered learning and focus on the whole child, rather than on the content

    or the teacher. I think the teacher is the scaffolder who give assistance to the child to help

    them grow better. Also, I believe students learn through experience which is an active

    learning instead of passive. Project-based learning will be the focus in my future classroom.

    Students will work together to explore the real-world problem. Problem solving skills is

    beneficial to their future lives and social network building. In my future classroom, I will

    make some scenarios for them to work together and practice problem-solving skills,

    especially in social emotional learning class. Collaboration is very important for them to

    build up their social network and communication, as well as helping with their emotion

    regulation.

    I went to elementary school to have observation in K-grade. During structured play,

    teacher would let student have freedom to decide what station they wanted to go and who
    they wanted to play with. The teacher would give students opportunity to solve the problem,

    instead of intervene in the conflict immediately. I think this is a good strategy to let them

    try to use their own way to solve the problem they have. If I were her, I would share that

    scenario before dismissal to encourage others to try to solve the problem themselves instead

    of asking teacher to involve because teacher can’t always involve in their conversation at

    any time, especially when they are in middle school or high school. I also appreciate the

    teacher includes self-assessment about the classroom rules before dismissal. She goes

    through the three classroom rules every day and ask them how they think they performed.

    Furthermore, she picks one student who performs super well and that student will have a

    small prize, like a hug from teacher, the privilege to wear pajama on the next school day,

    or the privilege to go to a center on the next school day. It can increase the students’ intrinsic

    motivation because they can choose the center they want to go if being picked. If I were

    her, I would add on to praise on some specific behaviors that I recognized on that day. It

    can positively reinforce that kind of behavior.

    I believe students learn well when they have motivation and teacher can be the

    scaffolder to assist students’ learning. They can be active learners to explore what they are

    interested and it makes them much more engaged in the classroom. Also, they can be more

    independent since their learning is on their pace, but not on teacher’s pace.

    You might also like