PHILOSOPHY STATEMENT 4
Nothing is more rewarding than impacting the lives of young peoplewith knowledge and skills that they will use forever. This isprecisely why I chose teaching the adolescents. It motivates me towalk into a classroom and see the expectations from curious, youngminds. The middle group of learners who are adolescents are alwaysready to learn and experience something new. Teaching for me is notonly a career, but something that I love doing. I can teach foryears without getting tired and feeling worn out. This desire helpedme realize that I have a calling for this career. I tried doing manythings but nothing else was as fulfilling as teaching theadolescents. After classes, I always feel a sense of achievement, asif a new boost of life has been given to me. I have never had regretsfor what I do and I believe this is because I love doing what I dobest. To keep me going on, I have developed a personal philosophythat drives me as a teacher.
Having studied the teacher centered philosophies widely, I considermyself an eclectic person who uses progressivism and essentialism toteach adolescent students. The term essentialism refers to thetraditional approach of education and is a philosophy that strives toinstill students with essentials of academic knowledge anddevelopment of character(Zeigler and VanderZwaag, 1968). Essentialism is apersonal belief that does not radically shape the society buttransmits intellectual knowledge, morals and values to make studentsmodel citizens. Essentialists hold the view that teachers shouldinstill traditional American virtues like respect for authority,fidelity to duty, perseverance, integrity and practicality. Educationfor me is a long life goal and instilling lasting virtues toadolescents is more important for me. After the students acquireknowledge, my main goal is to prepare them to become better citizenssomething that I will be able to achieve through my essentialismphilosophy.
Besides that, progressivism is another philosophy that I plan tocontinue employing as a teacher. Using the five-step model borrowedfrom Dewey, I feel that it will be imperative to help students becomeaware of the problem, define it, propose solutions, examine theconsequences, experience and test the most likely solution (Zeiglerand VanderZwaag, 1968). The five-step model letsstudents learn best from what they consider most relevant to theirlives. That way progressivism centers their interests on experiencesand the abilities of students. Adolescents are at an age where theywant to experiment and experience different things for effectivelearning to take place. With my progressivism philosophy, studentswill be encouraged to interact with one another and develop socialvirtues like tolerance, teamwork, cooperation and unity. Theprogressivism view of learning advocates for continuous learning asan enriching process of ongoing growth.
Combining these two philosophies will give me a perfect solution tobecoming a well-rounded teacher. I am also fully aware of the AMLEmission and vision of improving educational experiences foradolescent students. Their vision of leading at the national andinternational levels through helping learners make positivecontributions to their communities and the world is incredible (AMLE,2015). I aspire to thrive in the core values of integrity, beingvisionary, respectful and seeking active partnership and sharedopportunities for leadership locally and internationally.
AMLE. (2015). AMLE at a glance, retrieved from http://www.amle.org/AboutAMLE/AMLEataGlance/tabid/122/Default.aspx
Zeigler, E.F., & VanderZwaag, H. J. (1968). Physicaleducation: progressivism or essentialism?.Champaign, Ill: Stipes Pub. Co.