Philosophy Of Education Statement
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Philosophy
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Philosophy
of
Education
Philosophy
Of
Education
Statement
Rita
Giunta
Touro
University
EDSN
600
Dr.
Michael
Perrone
December
10%,
2023
Philosophy
of
Education
Throughout
my
childhood
and
adolescent
years,
I
believed
that
the
purpose
of
education
was
centered
around
the
idea
that
education
is
required
to
have
a
career
and
enter
the
economic
circle.
While
this
is
partially
a
true
notion,
I
came
to
find
that
my
beliefs
were
not
entirely
correct,
and
that
education
goes
way
beyond
that.
As
educators,
we
represent
and
introduce
children
and
youth
to
various
customs
and
ways
of
being
and
doing
through
education,
including
religious,
professional,
political,
and
cultural
traditions
(Biesta,
2015).
In
doing
this,
we
are
shaping
young
minds
to
thrive
in
environments
that
are
not
limited
to
just
school
and
work.
As
a
teacher
I
believe
that
all
children
are
capable
of
academic
and
behavioral
success,
and
I
am
aware
that
students
do
not
enter
the
classroom
prepared
to
do
so.
It
is
my
job
to
use
my
teaching
methods
to
support
their
growth
in
self-control,
empathy,
cooperation,
responsibility,
and
assertiveness.
Some
aspects
of
my
cultural
identity
have
shaped
my
understanding
of
school
over
the
years.
One
aspect
I
believe
has
been
a
great
influence
on
my
understanding
of
school
is
my
geographic
location.
I
have
had
the
opportunity
to
live
in
two
utterly
different
geographic
locations.
I
was
born
in
New
York,
but
at
the
age
of
12,
I
moved
to
Sicily,
Italy
with
my
family,
where
I
completed
my
secondary
education.
I
was
able
to
experience
how
different
the
school
system
is
in
both
locations
which
has
helped
me
visualize
the
different
aspects
of
education
and
schooling
in
different
countries.
I
was
able
to
experience
the
ways
of
learning
and
teaching
that
differentiate
countries
from
one
another
while
having
the
same
goal,
to
impart
knowledge.
Transitioning
from
a
traditional
American
school
to
an
Italian
school
was
a
bit
of
a
struggle
for
me.
Although
I
was
fluent
in
the
language,
I
was
not
familiar
with
the
teaching
methods
and
assessment
methods
that
were
customary
to
the
rest
of
the
class.
I
found
it
difficult
to
thrive
in
Philosophy
of
Education
the
environment
and
worked
very
hard
to
do
my
very
best
with
my
studies.
Eventually,
with
guidance
and
effort,
I
progressed
and
became
accustomed
to
these
diverse
methods.
This
experience
shaped
the
way
I
want
to
teach.
I
want
to
ensure
that
students
don’t
feel
estranged
when
working
in
a
new
environment.
My
goal
is
to
create
confidence
in
each
and
every
student,
encouraging
them
to
work
their
best
and
they
will
never
fail.
In
my
opinion,
achievement
gaps
and
opportunity
gaps
are
very
important
to
differentiate
as
part
of
my
pedagogy.
It
can
be
detrimental
to
place
more
focus
on
accomplishment
outcomes
than
the
factors
that
influence
them.
It
can
support
the
false
belief
that
learners
are
performing
below
expectations
because
of
personal
failings,
mistakenly
attributing
failures
to
a
student's
attitude
or
work
ethic
rather
than
the
years
of
hardship
brought
on
by
socioeconomic
(Ghandi,2021).
IT
is
important
to
me
that
students
are
not
evaluated
based
only
on
the
achievement
goals
they
reach.
Students
should
be
viewed
as
a
path,
looking
for
the
attributes
that
aid
in
reaching
their
academic
goals.
They
should
not
be
viewed
as
simply
not
reaching
a
goal
as
it
is
not
as
simple
as
that.
Many
students
work
hard
to
achieve
their
goals,
but
unfortunately
lack
the
resources
to
reach
them
in
a
timely
manner
or
at
all.
Therefore,
it
is
my
goal
to
ensure
that
there
is
a
difference
specified
between
“achievement
gaps”
and
“opportunity
gaps.
I
will
work
hard
to
aid
in
closing
those
gaps
by
providing
the
resources
needed
while
in
the
classroom
and
aiding
the
school/schools
I
will
work
in
to
take
steps
to
closing
those
gaps
at
a
schoolwide
level
as
well.
At
the
beginning
of
this
course,
we
focused
on
reflective
practice.
Humans
have
the
capacity
for
self-awareness
when
they
reflect
on
their
actions.
The
ability
to
see
oneself
or
one's
own
actions
as
the
other
and
as
something
that
may
be
intentionally
changed
is
what
it
is.
Thus,
reflection
is
a
product
of
our
moral
principles
and
attitudes,
expressed
in
our
thought
processes
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Philosophy
of
Education
and
behaviors,
and
formed
through
particular
sociocultural
connections
(Aranha,
2019).
This
is
very
important
for
my
pedagogy
because
I
will
always
strive
to
reflect
on
my
practice
in
the
classroom.
Reflecting
on
my
practice
will
support
me
in
becoming
more
conscious
of
my
underlying
assumptions
and
views
about
education.
Using
this
practice
will
also
guide
me
in
creating
a
happy
learning
atmosphere.
It
is
also
very
important
to
me
because,
in
reflecting
on
my
practices,
I
am
acting
as
a
role
model
for
my
students
to
understand
that
the
actions
they
take
can
have
consequences,
and
they
must
learn
to
correct
and
modify
those actions
to
better
themselves.
Another
important
concept
we
have
gone
over
through
the
course
of
the
semester
is
the
possibility
of
fully
democratic
classrooms.
I
find
this
concept
to
be critical
in
my
pedagogy
for
a
variety
of
reasons,
mainly because
I
strive
to
create
a
classroom
in
which
students
are
eager
to
learn
because
the
material
sparks
their
curiosity
and
creativity.
I
find
it
unacceptable
that
testing
is
a
major
concern
for
school
ranking,
which
takes
away
time
in
the
classroom
for
educators
to
give
the
students
the
opportunity
to
learn
what
they
can
enjoy
learning.
In
Koonce’s
article
that
highlights
the
opinions
of
2
educators,
Soares
and
Clabaugh,
Soares’
article
accurately
states
that,
As
teachers,
we
can
support
a
number
of
initiatives
to
guarantee
that
democracy
is
taught
in
the
classroom.
"the
preoccupation
of
raising
test
scores
is
the
norm
for
the
classroom
day
and
meaningful
curriculum
that
embodies
authentic
learning
experiences
to
enhance
a
democratic
way
of
life
has
given
way
to
only
content
that
is
tested"
(Koonce,
2020,
p.
61).
To
bring
these
aforementioned
philosophies
into
my
classroom,
there
are
many
things
that
I
will
do.
Firstly,
I
will
ensure
that
my
students
are
equipped
with
the
resources
they
need
to
achieve
their
goals
in
the
classroom,
and
I
will
work
with
the
school
to
aid
in
closing
achievement
gaps
due
to
lack
of
resources
at
home
by
formulating
strategies
to
ensure
that
Philosophy
of
Education
students
may
have
the
resources
or
a
form
of
the
resources
they
need
to
accomplish
their
academic
goals.
Although
I
do
not
believe
that
a
classroom
can
be
fully
democratic
because
that
would
entail
students
picking
and
choosing
what
they
would
like
to
learn,
I
will
continue
developing
strategies
in
my
practice
to
incorporate
democracy
in
my
classroom.
I
will
strive
to
lessen
the
worries
of
test
scores
and
bring
focus
to
the
material
the
students
enjoy
learning.
As
educators,
our
professional
growth
never
ends.
It
is
our
job
to
ensure
that
we
deliver
the
most
effective
instruction
possible.
To
do
so
we
must
continually
self-evaluate
our
material,
deliverance,
and
pedagogy.
On
my
professional
journey,
I
plan
to
self-assess
by
collecting
data,
observing
effectiveness,
and
using
tools
to
assess
my
performance
as
an
educator.
The
process
of
collecting
data
consists
of first
identifying
specific
criteria
that
need
to
be
met.
I
will
need
to
assess
if
my
lesson
plans
and
deliverance
are
producing
the
results
we
strive
to
obtain,
meeting
the
goals
that
have
been
set.
A
way
to
assess
this
is
by
collecting
pieces
of
student
work
and
observing
the
effectiveness
of
the
assignment.
Culturally
responsive
pedagogy
manifests
in
schools
through
the
practices
that
teachers
use
in
the
classroom.
There
are
different
ways
the
can
teacher
engages
their
students,
including
role-playing
and
icebreaker
exercises,
all
the
while
emphasizing
the
importance
of
cultural
diversity
in
the
classroom,
where
students
are
sharing
their
experiences,
expressing
their
opinions,
and
interacting
with
one
another
(Gaye,2018).
The
practice
that
is
used
in
the
classroom
is
the
student-centered
approach,
to
support
both
academic
success
and
the
students'
sense
of
cultural
identity
in
the
world,
their
distinct
cultural
assets
are
recognized
and
developed.
In
my
opinion,
American
education
is
not
fully
moving
in
the
right
direction.
There
are
many
reasons
as
to
why
American
education
is
not
moving
in
the
right
direction,
one
being
the
lack
of
funding
in
schools.
There
are
many
aspects
that
we
can
address
to
enhance
the
overall
Philosophy
of
Education
quality
of
American
education
in
the
United
States.
Another
reason
that
American
education
is
not
moving
in
the
right
direction
is
because
not
all
teachers
are
engaging
in
professional
development.
Established
teachers
tend
to
use
outdated
teaching
methods
that
are
not
up
to
par
with
today’s
students
and
classrooms.
It
is
also
necessary
to
consider
that
not
all
students
learn
at
the
same
level,
and
some
students
require
special
assistance.
Some
ways
we
can
enhance
the
quality
of
education
is
by
enforcing
professional
development
course
for
all
teachers,
advocate
for
schools
and
students
and
request
that
schools
receive
adequate
funding
to
be
the
most
effective
possible,
and
ensure
that
all
students
receive
the
educational
and
technological
assistance
they
may
need
to
thrive
in
the
classroom.
As
an
educator,
I
feel
it
is
my
duty
to
create
the
best
possible
experience
for
my
students
in
the
classroom.
Educators
shape
the
course
of
every
student’s
learning
path
and
impact
knowledge
that
will
stay
with
them
for
a
lifetime.
I
will
help
students
become
self-aware
and
realize
how
their
choices,
words,
and
actions
impact
not
just
themselves
but
also
other
people.
I
would
like
my
classroom
community
to
be
progressively
formed
by
mutual
respect,
using
the
same
language,
working
together
to
develop
rules,
and
repeating
procedures
until
they
are
almost
second
nature.
I
will
help
children
develop
self-regulation
skills
by
responding
to
misbehavior
with
reasonable
consequences
and
alternative
methods.
My
philosophy
of
education
and
my
teacher
practices
will
be
oriented
towards
a
student-centered
approach,
in
which
my
students
will
feel
safe
and
comfortable
in
my
classroom.
Students
will
be
aware
that
everyone
can
be
different,
physically,
emotionally,
economically
and
culturally,
but
their
significance
in
the
world,
and
especially
in
the
classroom,
is
equal.
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Philosophy
of
Education
References
Aranha,
R.
(2019).
Learning
to
Reflect,
Developing
Reflexive
Praxis.
Touro
College
Learning
&
Teaching
Exchange.
Biesta,
G.
(2015).
What
is
Education
For?
On
Good
Education,
Teacher
Judgement,
and
Educational
Professionalism.
European
Journal
of
Education,
50(1),
75-87.
https://www.]stor.org/stable/26609254
Gandhi,
J.
(2021,
November
5).
Why
I
am
no
longer
using
the
phrase
“Achievement
gap’’:
Perspective
from
an
educator
and
developmental
psychologist.
Social
Creatures.
https://www.thesocialcreatures.org/thecreaturetimes/opportunity-gap#:.~:text=The
%20use%200f%20the%20term,higher%2Dincome%20and%20White%20peersLinks
to
an
external
site.
Koonce,
G.
L.
(Ed.)
(2020).
Are
truly
democratic
classrooms
possible?
In
Taking
sides:
Clashing
views
on
educational
issues
(20th
Ed.).
New
York:
McGraw
Hill.