Education has the capability of empowering children to revolutionise society and as professionals, teachers have a duty of ensuring their pedagogy facilitates opportunities for each individual to prosper. Schools have a moral duty to be safe, democratic and inclusive environments that celebrate and utilise diversity. I support Dewey’s theory relating to pragmatism and his belief that education is not a preparation for life, it is life itself (Dewey, 1897). The extent to which education influences life prospects determines the necessity of proficient teaching and consequently, this underpins my philosophy of education.
My philosophy is founded by the implications that applied teaching strategies have on learning. Theoretical research I have …show more content…
Myers (1995) supports this by saying that type is an innate predisposition, but it can be helped or hindered by the environment. As a result, I regard effective home/school relationships to be imperative. Research has identified links between parental involvement and an improvement in behaviour, attendance, social skills and academic attainment (Lendrum, Barlow and Humphrey, 2015). Parents who partake in their child’s education typically have higher aspirations and expectations of their children and thus support extended learning opportunities at home in order to widen their experiences (Harris and Goodall, 2008). I consider it to be the class teacher’s duty to engage parents and therefore I will implement this into my role as a teacher through parent conferences, postcards home and workshops to teach parents how to assist their child’s learning. Paradoxical to my opinion and the supporting theorists, a number of critics believe that parental involvement can inhibit children if they themselves have a limited educational background (Caplan, …show more content…
I deem resilience to be an essential life skill, children need to be cognizant with the fact that failure is not the termination of learning but an opportunity for growth. I regard potential to be immeasurable as learning is an infinite process and so teachers should not deem the inflexible attainment levels that are set to be the priority. It is my judgement that teachers have the power to increase opportunities for achievement by challenging a fixed mind-set. For example, children who believe they are incompetent at maths will struggle to progress. A child’s belief about their intelligence can be altered by feedback from teachers, but it should be effort that is praised and not performance (Dweck and Mueller, 1998). This feedback should also incorporate the school’s reward policy so that a growth mindset is promoted through
My philosophy is founded by the implications that applied teaching strategies have on learning. Theoretical research I have …show more content…
Myers (1995) supports this by saying that type is an innate predisposition, but it can be helped or hindered by the environment. As a result, I regard effective home/school relationships to be imperative. Research has identified links between parental involvement and an improvement in behaviour, attendance, social skills and academic attainment (Lendrum, Barlow and Humphrey, 2015). Parents who partake in their child’s education typically have higher aspirations and expectations of their children and thus support extended learning opportunities at home in order to widen their experiences (Harris and Goodall, 2008). I consider it to be the class teacher’s duty to engage parents and therefore I will implement this into my role as a teacher through parent conferences, postcards home and workshops to teach parents how to assist their child’s learning. Paradoxical to my opinion and the supporting theorists, a number of critics believe that parental involvement can inhibit children if they themselves have a limited educational background (Caplan, …show more content…
I deem resilience to be an essential life skill, children need to be cognizant with the fact that failure is not the termination of learning but an opportunity for growth. I regard potential to be immeasurable as learning is an infinite process and so teachers should not deem the inflexible attainment levels that are set to be the priority. It is my judgement that teachers have the power to increase opportunities for achievement by challenging a fixed mind-set. For example, children who believe they are incompetent at maths will struggle to progress. A child’s belief about their intelligence can be altered by feedback from teachers, but it should be effort that is praised and not performance (Dweck and Mueller, 1998). This feedback should also incorporate the school’s reward policy so that a growth mindset is promoted through