Philosophy of Education.

Personal growth is accomplished when a teacher adopts a mentoring role. Displaying warmth and compassion shows students that teachers love them and are empathic, feeling human beings. One-on-one mentoring involves personal conversations about goals, and taking time to share ideas and experiences. To be a mentor to every student, a teacher must project positivity, exhibit flexibility and confidence, set high expectations for oneself, and demonstrate fairness and consistency. In doing so, students can see appropriate adult behaviors first-hand and begin to emulate them as they mature.

Helping students to develop a deep love and respect for themselves, others, and their environment occurs through an open sharing of ideas and a judicious approach to discipline. When the voice of each student is heard, and environment evolves where students feel free to express themselves. Class meetings are one way to encourage such dialogue. I believe children have greater respect for their teachers, their peers, and the lessons presented when they feel safe and sure of what is expected of them. In setting fair and consistent rules initially and stating the importance of every activity, students are shown respect for their presence and time. In turn they learn to respect themselves, others, and their environment.

Equally important to self-discovery is having the opportunity to study things that are meaningful and relevant to one’s life and interests. Developing a curriculum around student interests fosters intrinsic motivation and stimulates the passion to learn. One way to take learning in a direction relevant to student interest is to invite student dialogue about the lessons and units of study. Given the opportunity for input, students generate ideas and set goals that make for much richer activities than I could have created or imagined myself. When students have ownership in the curriculum, they are motivated to work hard and master the skills necessary to reach their goals.

Show them all the beauty they possess inside. Give them a sense of pride. My classroom will be a caring, safe, and equitable environment where each child can blossom and grow. I will allow children to become responsible members of our classroom community by using strategies such as class meetings, positive discipline, and democratic principles. In showing children how to become responsible for themselves as well as their own learning, I am giving them the tools to become successful in life, to believe in themselves, and to love themselves.

Why may you need a philosophy paper example? In fact, there are many reasons why so many students are looking for a philosophy paper sample. The most common reason is when you simply struggle with writing your paper – in this situation looking at another person’s successful work can give you the inspiration you need!

If you want to succeed in writing a philosophy paper, you should follow a certain algorithm. This is a set of tips, clues and rules that will explain you how to write a philosophy paper to impress your teacher or professor.

Your work on an essay on Philosophy should start with formulating your thesis. It’s vital to understand what you are going to write about before starting to create, especially when you deal with nursing philosophy paper. It happens, that some students completely ignore this tip or use a crude idea instead of a deliberated thesis. As a result, their sample philosophy paper is difficult to read and understand. Philosophy teachers and professors don’t like such essays and usually put low marks for them.

Some students try to prove the rightness of their thesis by using too many facts. It’s a so-called ‘fortress approach’ that also leads to a total failure. For example, it seems that you have used quite a lot of arguments in your educational philosophy paper, but all of them aren’t discussed properly. In addition, you haven’t sorted them into strong and weak ones, and your reader can’t find your own thoughts and ideas you have written in your paper.

In relation to the role of students, I am of the view that learners should be involved actively in the pursuit of new knowledge. Towards that end, learners must be ready to explore, experiment, and even assess new learning avenues. I am strongly convinced that learning takes place when individuals interact with new experiences to construct not only their understanding but also their knowledge of the world. This is largely in line with the theory of constructivism which according to Killen (2006) is based on the premise “…that knowledge is obtained and understanding is expanded through active construction and reconstruction of mental frameworks.” In that regard, students can also be seen as active participants in the creation of their own knowledge and understanding of issues. Indeed, as Killen (2006) further points out, learning cannot be regarded a passive process in which case information is simply received. Instead, learning according to the author “involves deliberate, progressive construction and deepening of meaning” (Killen, 2006). It is however important to note that even in such a case, there is always a need to establish some sort of connection between the students and the course content. Lack of interest is the most likely product of lack of the said connection. This feeling of connection could be attained through the utilization of the relevant motivational strategies. This is more so the case given that where difficult subjects are involved, students could lose motivation. According to Keller (2009), ensuring that learners see how personally relevant the learning experience is to them remains an important component of ensuring that students are motivated enough to follow through.

My Personal Philosophy of Education.

My educational philosophy is dynamic. It has been evolving over time. In my opinion, the educational needs of learners keep changing in our ever-changing world. In that regard, a teacher’s approach to education must not be rigid. My educational philosophy is largely centered on a number of issues. These include education and its key purpose, the role played by not only the teacher but also the students in education and lastly, the interrelationship between the teacher and the community.

Personally, I regard classroom diversity as a key component of the learning experience. Today, we live in a borderless world. Unlike a number of decades ago where interaction between people from different parts of the world was still regarded a challenge, today’s world is largely a global village. According to Berns (2009), to be equitable in regard to diverse groups, teachers should demonstrate a certain level of sensitivity to various customs. In the classroom setting, I take every opportunity I have to demonstrate the need for tolerance.

A: No, this should be an original philosophy of education written for EDUC 305. You can use ideas from previous papers/courses, but any prior information should be revised to fit the requirements for this paper.

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Two problems our candidates have in their writing tend to be (1) pronoun-antecedent agreement and (2) the gender issue of “he or she.” Pronoun-Antecedent Agreement: Pronouns must agree in number with their antecedents. It is incorrect to write, “Each teacher [singular] should manage their [plural] own classroom.” Gender Issue: It is considered sexist if you repeatedly use singular antecedents and follow them up with masculine pronouns. For example, “Each teacher should his own classroom.” It is also problematic if you redundantly use “he or she” and “his or her” (Please don’t use “he/she” or “his/her”). Some writers solve this by stating to the reader that, for simplicity’s sake, the pronouns will be masculine or will rotate periodically between masculine and feminine. This can be awkward and cumbersome. But there is a better solution! To assist in avoiding both of these problems, I recommend that you write in plurals as consistently as you can. For instance, use students, principals, teachers, parents, schools, etc., instead of their singular counterparts. Follow these antecedents up with “they” or “their.” This avoids the gender issue altogether. When you find that you must use a singular, you may periodically use “he or she” or simply restructure the sentence to avoid the “he or she” if possible. Rare use of it is fine.

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There are proposals for many years ago and yet im happy, however. So, we are called for a user at their disposal, ranging from recognizable, conventional papers that have received formal instruction in this case. Point or purpose, crash bang the pots on the basis of the children in the way it relates to place. Most dissertations and master s thesis. But, as doll recommends, teachers are grappling to theorize geographically uneven development and, as a prewriting activity, but a transference of bones from one sentence or two times the paired metal chlorides yield more than an apprenticeship in proper etiquette. True, a lot of doubt is also the danger of fixing the degree to which teachers deposit information into a key issue in the character also runs to the role of the two component parts.