My Philosophy of Education: Progressivism I’ve always been one to think outside of the box, to experiment and to look for changes in the world around and find ways to adapt to them. My philosophy in the field of education follows the same suit. Among the four major philosophies, I most associate myself with the ideas found in Pragmatism which, as described in Ornstein’s Curriculum, focuses more on learning method than subject matter. (Ornstein, 2013, p. 32) Consequently, this school of thought spawned into Progressivism, an education philosophy focusing on allowing students to think critically, apply their own findings and eventually come to their own conclusions. The progressive philosophy translate into my own teaching and decision making style because working in a performance based classroom allows for students to find solutions to
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I’ve found a lot of them are very much Essentialists, not based solely on what they teach subject-wise, but also how I’ve come to know them mentally. It’s that engrained “teach from above” mentality that has been carried over from previous decades without any sign of change. There is a large emphasis on mastering content before moving on to the next level, even in a small way, for the student body as a whole across the district. All students are expected to stay at that same level as everyone else, regardless of whether they are identified as gifted/talented or an average student. A lot of instructional time in our school is spend on re-teaching content because many teachers refuse to relate what they are teaching to the students or instruct in a way that will put it on their level. This causes conflict in regards to our school climate because those with different philosophies, myself included, are often told to “tone it down” or are frowned upon for our
I’ve found a lot of them are very much Essentialists, not based solely on what they teach subject-wise, but also how I’ve come to know them mentally. It’s that engrained “teach from above” mentality that has been carried over from previous decades without any sign of change. There is a large emphasis on mastering content before moving on to the next level, even in a small way, for the student body as a whole across the district. All students are expected to stay at that same level as everyone else, regardless of whether they are identified as gifted/talented or an average student. A lot of instructional time in our school is spend on re-teaching content because many teachers refuse to relate what they are teaching to the students or instruct in a way that will put it on their level. This causes conflict in regards to our school climate because those with different philosophies, myself included, are often told to “tone it down” or are frowned upon for our