Educational Philosophy Essay

My approach to schooling is scholarly person-centered. I always estimate to suss out that savants atomic number 18 given the best opportunities to variety upon their existing fill inledge and capacities. I study that education is not only active knowledge-transfer tho it is about transforming people and grammatical construction their capabilities to harbour find of their drives and to be open to use higher vagabond cerebration skills so they can be break-dance individuals and better citizens of society.Based on my experience as an pedagog, the principles that underlie my instruct are entranced by constructivist paradigms, which posit that meaning or knowledge is actively constructed in the gracious mind. (Richardson, 2003, p. 1625) Hence, education is not stagnant but a continuous process, and the role of the pedagogue is to change students to be able to ready a connection between system and experience, to make sense of their realities and lived experienc es base on what they learn from separate settings, whether it is school, work, or dismantle in their relationships with opposite people.I remember that a approximate teacher is ane who makes effort to know his or her students, including their socio-economic backgrounds, and pays tending to the way that the students interact or manufacture their own knowledge. In this sense, a serious teacher is one who considers the schooling postulate of his/her students, who is able to adapt strategies that would build on students capacities and learning trends, and who ensures that students make equal admission charge to learning opportunities by making teaching content relevant to the students unique backgound and stage setting (UNESCO, 2004, p.5). In the same manner, a good learner is one who attempts to discover his or her own learning style, strength, and weaknesses and tries his/her best to make his/her learning relevant and useful in his/her daily life. In learning settings, students and teachers have different responsibilities, both of which are delimitate by individual and social expectations. A teacher is expected to attempt to propose his/her students with learning opportunities ground on their item and often periods diverse needs. (UNESCO, 2004, p.6) Meanwhile, a student is expected to be responsible for enjoin his or her own learning, and to develop his/her awareness of his/her learning needs in order to maximize the opportunities for learning that he/she encounters. I reckon that people are actively involved in their learning. Learning results from individuals fundamental interaction with the environment and their attempt to make sense of these experiences. (Fry, Ketteridge, & marshal, 2003, p. 9) Hence, people learn by building on what they already know and they are usually interested in learning when it has relevance for them.Among the just about(prenominal) all important(predicate) environmental factors that influence an individ uals energy to learn are the eccentric of feedback, the avail talent of tools and mechanisms to support and facilitate learning, and the students quality of life or living conditions. Thus, the presence of appropriate feedback ground on the students accomplishments, the ability of the teacher or the school to provide students with learning tools and opportunities, and the relevance of the education to the students cultural and socio-economic background would enable the students to maximize their own learning potentials. on that point are also personal and social factors that either promote or close up learning. One is an individuals intrinsic capacity that is determined by his or her biological constitution or by genetics. Likewise, an individuals personality, which affects his or her desire toward the environment impacts on his or her ability to learn. Decisions on the goals of instruction are make based on the needs and expectations of the learners, the teaching setting, th e needs of the organization, and the wider needs and expectations from the community.I try as much as manageable to put the needs of the learners above other considerations. However, the goals of instruction also have to be the teaching setting and the needs of other stakeholders such as the organization sponsoring the sectionalisation and the needs of the community wherein the instruction takes place. The factors that influence my choice of teaching and evaluation strategies are the concrete needs of the students based on the evaluation of their performance and also their interests.I choose teaching strategies based on the interests and capacities of my students and on the goals of the instruction. Evaluation strategies are elect based on their effectiveness, appropriateness, and ability to concretely measure student performance based on the goals of the instruction. Evaluating my own strengths as an educator, what makes me most proud in my practice is my ability to establish an easy rapport with my students and to soft identify their interests by taking time to know them personally.I would like to believe that I was able to influence most of them to look at life as a continuing journey towards subtle more about themselves and about their environment, and to tax education not only in its formal sense but in its relevance in establishing meaning from experiences and realities. My educational philosophy and principles are demonstrated in my track record as an educator in the non-formal education system.As a teacher of adult classes in church, I was able to develop my own style of teaching that is grounded on the experience and realities of my students, and which considers the conditional relation of what they learn from these classes on their daily lives. My skimp as an instructor in the U. S. military and my current employment as the carriage Instructor for FedEx, where I teach upright driving habits to adult drivers, also enable me to constantly hon e my teaching skills based on the diversity of teaching settings and the loving of students I encounter.Works CitedFry, H. , Ketteridge, S. , & S. Marshall (2003). A handbook for teaching and learning in higher education. VA, USA Kogan Page. Richardson, V. (2003). Constructivist pedagogy. Teachers College Record, 105(9)1623-1640. UNESCO (2004). changing teaching practices using curriculum specialization to respond to students diversity. Paris, France UNESCO.