To me teaching is an art and not a science. It is a work in progress and is continuously evolving. I have become more familiar of what a classroom is like from substitute teaching and no two classes are they same. Just like that of students they are all different with different learning abilities and challenges. Looking back on my own journey I will try to dissect why my philosophy of teaching is what it is and why. What past teachers, mentors, coaches helped build this framework and how does this framework compare to my results after taking the Education of Philosophy Survey (Teachers, schools and society, 1997).
My grade school years have been all very positive for the most part. In fact, it takes me a while to remember the negative experiences that I had. As a whole I had such a great overall experience. I can attribute this to the great faculty, teachers, coaches and aides. I must acknowledge that I come from two wonderful parents that nurtured every dream and goal that I was passionate about. Swimming competitively, since the age of 3 also has lent to what I feel is important and how I conceptually think in the terms of teaching. Swimming has formed basic foundations of my teaching philosophy.
One positive experience during my time in high school was my college prep English Literature teacher Mrs. Fritz. Let me start of by saying, reading and writing was not my strong suit. In fact, I think I am only able to do it now because I have matured into a more positive mindset. Mrs. Fritz had such a gift of getting us interested in whatever she was teaching. She didn’t come down to our 9thgrade level but she eloquently made whatever she was reading or trying to teach us so captivating. It turns out that now looking back at her teaching style it was just out of her pure passion for the material. She knew her subject and her knowledge of the course content mesmerized all her students. Her professionalism, promptness and keeping us up on deadlines was impeccable. She treated us all like mature young adults. She believed we all could succeed in her class if we all put forth effort and worked diligently. Her high expectations prepared us for what to expect in college.
A negative experience I had was in 10thgrade. It was in band. I played the alto saxophone and had been since the 6thgrade. In the 6thgrade my father purchased me a saxophone while I was in class and brought it to me. I was such a sweet surprise. He had found it at our small town music store, it wasn’t a top of the line Yamaha but it was a good into sax. Well, the saxophone maybe lasted a few years, 4 to be exact, before it had leaks within the valves.
One day in 10thgrade, I was setting up my instrument getting ready for band with about 50 fellow classmates. We were practicing for the football halftime show. This always brought stress upon my band teacher, as there was only a few days to prep before the Friday football game. He started the class by warming us up with scales. Well, he must have heard my saxophone was out of tune. He stopped the class to address me in front of everyone. He yelled at me and said my saxophone was a piece of $H!T. Following that he asked me to take my hat off and I did not comply. It was the fashion at the time and it was allowable for us girls to wear them in class. I also didn’t want to take it off cause my hair was horrible that morning. He told me to leave the class. As I left he said I wouldn’t be playing that instrument in his classroom ever again. As Stated in the AAE Code of Ethics for Educators, Principal I: Ethical Conduct toward Students, article two states “The professional educator does not intentionally expose the student to disparagement.” (AAE, 2017, para.7).
Later that evening, I told my mother what had happened. She was really upset as I was pretty shaken up from what had transpired in band class. My mom told me to go to class the next day and that she would be there to speak with my band teacher. So, I go to class, everyone is getting their instruments out and I am just sitting there. I have no clue what to do. My band teacher comes out of his office to warm us up and at the same moment, my mom comes thru the hallway door into the band room. Let me mention this was a stadium seating type room. My mom comes in and asks him if she can have a word with him. They go into his sound proof office with double thick layered glass windows. His office literally faced the front of the class. My classmates were all quiet and staring in, trying to make out what was being said. My mom looked really upset and my teacher was trying to justify his previous day actions. After a few minutes my mom walked out of the office and asked me to leave the class with her. That was the end of my musical career.
In the aftermath of all of that, my band teacher who was an older gentleman retired the next year. He was burnt out and his professionalism went out the door. He was an extremely talented musician who played every instrument. He had a passion for music and wanted his students to dig deep and really know the theory behind music. I will never forget my late band teacher and band in general. Socially, we were a group of like-minded students. We shared many away from home experiences and made memories that will never be forgotten.
These are just two examples of my earlier years in high school. However, if I am going to explain my philosophy of education I need to tell you what really made a big impression during my grade school years. Since the age of 3, I swam competitively for the city and later club. When I got into high school I was doing both club and high school swimming. There were many times I would work out at high school and then travel 30-minutes out of town to club practice. I would on average workout 2-hours a day and on some mornings I would have another hour of practice. This is 3-hours added onto my school schedule. Often, I would get home about 8 o’clock, eat, do my homework and get to bed. I would repeat it again the next day, Monday thru Friday, with swim meets on the Friday. Occasionally, I would have out of town weekend invitationals. My time was very structured and it didn’t allow much time with friends. I would spend time with friends but it was usually on Saturday after my swimming activities commenced.
Swimming gave me goals. My parents and coaches “believed” in me, that I could reach those goals. It was from dedication and constant working on my stroke and technique that afforded me placement on relays with the best swimmers. Swimming was an individual and team sport. It taught me perseverance, teamwork, leadership, communication, courage and humility. It taught me that winning isn’t always necessary but to always focus on how I can better myself and return be better for the team. All of these lessons have formed me into who I am today. They also make up the framework of my philosophy of education.
Upon taking the Educational Philosophy Survey, my results were that I scored highest as an Essentialist (Teachers, schools and society, 1997, p.4). It was surprising as it aligns with my already formed beliefs. Sadker & Sadker state:
Essentialism: The core of this philosophy is the belief that there is an essential common core of practical knowledge, skills, and moral standards that all schools should teach and that all students should learn in order to become productive and valuable members of society. Existentialists recognize that some components of this curriculum may change over time, but that the core values of hard work, discipline, and respect for authority are key (Teachers, schools and society, 1997, p.4, para. 1).
This is what leads me to my, “Why?” Why I do I want to teach? I want to teach because I have a passion to encourage and believe in students. Often I see students lacking in self-esteem and motivation. I can be that teacher that encourages them to work hard and go after their dreams. I want to help students set goals and help them accomplish them. I want to be flexible and adopt multiple roles in the classroom as Moore stated “facilitator, teacher, instructor, coach, consultant, counselor and mentor” (Moore, 2015, para. 7). I believe that there are core values that students should all learn and acquire through us as teachers. We should model discipline, hard work, respect and perseverance. With these core values I believe students can succeed and return propel them into their own “personal movement” (Moore, 2015, para. 6). If we as educators don’t instill a potential energy in out students, the learning will stop and end with us.
In conclusion, reflecting on my past positive and negative experiences, I have learned they all are additive components in shaping my own educational philosophy. In a speech delivered by Nelson Mandela, he said, “Education is the most powerful weapon we can use to change the world” (Mandela, 2003). Mr. Nelson R. Mandela couldn’t have said it any better, what a riveting statement. We as teachers and educators make a differences today for a better tomorrow.
References
Association of American Educators. (2018). Code of Ethics for Educators. Retrieved from https://www.aaeteachers.org/index.php/about-us/aae-code-of-ethics.
“Lighting your way to a better future: Speech delivered by Mr. N R Mandela at launch of Mindset Network,” July 16, 2003 http://db.nelsonmandela.org/speeches/pub_view.asp?pg=item&ItemID=NMS909&txtstr=education is the most powerful
Moore, E.T. (2015, August 7). My Educational Philosophy. Retrieved from https://www.facultyfocus.com/articles/philosophy-of-teaching/my-educational-philosophy/.
Sadker, M.P. & Sadker, D. S. (1997). Teachers, schools and society (4th ed., pp. 403- 405.) NY: McGraw Hill.