Educational Philosophy Essay

My approach to education is scholar-centered. I ever so try to ensure that scholars ar given the crush opportunities to build upon their existing bopledge and capacities. I trust that education is not altogether close to endureledge-transfer only when it is about transforming people and building their capabilities to make reason of their experiences and to be competent to use higher(prenominal) graze thinking skills so they can be split up single(a)s and better citizens of society.Based on my experience as an educator, the principles that underlie my direction atomic number 18 processd by constructivist paradigms, which sterilise that meaning or knowledge is actively constructed in the human mind. (Richardson, 2003, p. 1625) Hence, education is not stagnant notwithstanding a continuous process, and the role of the educator is to modify students to be able to ground a club between theory and experience, to make sense of their realities and lived experiences es tablish on what they adopt from separate settings, whether it is school, work, or scour in their relationships with other people.I believe that a near teacher is one who makes effort to know his or her students, including their socio-economic backgrounds, and pays attention to the way that the students interact or create their own knowledge. In this sense, a good teacher is one who considers the skill require of his/her students, who is able to adapt strategies that would build on students capacities and study styles, and who ensures that students yield equal access to larn opportunities by devising training content relevant to the students unique backgound and consideration (UNESCO, 2004, p.5). In the same manner, a good student 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 useable in his/her daily life. In learning settings, students and teachers go different resp onsibilities, both of which be defined by individual and social expectations. A teacher is pass judgment to attempt to provide his/her students with learning opportunities ground on their specific and oftentimes diverse necessarily. (UNESCO, 2004, p.6) Meanwhile, a student is expected to be responsible for directing 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 believe that people are actively involved in their learning. Learning results from individuals interaction with the purlieu and their attempt to make sense of these experiences. (Fry, Ketteridge, & Marshall, 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 approximately important environmental factors that influence an individuals expertness to learn are the quality of feedback, the availability of to ols and mechanisms to support and facilitate learning, and the students quality of life or active conditions. Thus, the presence of appropriate feedback based 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.There are also personal and interpersonal factors that either bear on or impede learning. One is an individuals inherent capacity that is determined by his or her biological constitution or by genetics. Likewise, an individuals personality, which affects his or her disposition toward the environment impacts on his or her ability to learn. Decisions on the goals of instruction are made based on the needs and expectations of the learners, the dogma setting, the needs of the organization, and the wider needs and expectations from the communi ty.I try as much as possible to put the needs of the learners above other considerations. However, the goals of instruction also guide to incorporate the teach setting and the needs of other stakeholders such as the organization sponsoring the class 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 movement 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 chosen 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 close proud in my practice is my ability to establish an easy rapport with my students and to easily identify their interests by taking time to know them personally.I would alike to believe that I was able to influence most of them to look at life as a continuing journey towards knowing more about themselves and about their environment, and to value education not only in its formal sense but in its relevance in establishing meaning from experiences and realities. My educational ism and principles are demonstrated in my track get down 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 significance of what they learn from these classes on their daily lives. My stint as an instructor in the U. S. Army and my current employment as the passenger vehicle Instructor for FedEx, where I teach safe brainish habits to adult drivers, also enable me to constantly hone my teaching skills based on the diversity of teaching settings and the kind of students I e ncounter.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 class differentiation to respond to students diversity. Paris, France UNESCO.