My educational philosophy is to present challenging learning environment to students by providing them with the opportunities for growth to their full capacities. My objective is to take the students to a different level of competence compared with the present state by providing them with the ability to focus on their capabilities in learning. Consequently, I prefer that they perform most of their tasks in group work as a measure of achieving successful classes and something of value to them, specifically older students. This involves providing students with the opportunities to help one another in achieving transformation in their learning activities and create a transforming atmosphere for other students within a class ( Schraw, Crippen & Hartley, 2006) . During my teaching activities, I would prefer that students have the freedom of expressing themselves and show creativity in the manner in which they address the challenges affecting them in acquiring particular learning objectives. I prefer that students should have the ability to experiment their interests and achieve their full potentials and capacities as well as understanding their limitations. When this perspective has been developed, the design of the curriculum can be focused on enabling each student to use his or her style of learning. I would prefer that each student should acquire learning skills in a straightforward manner, but I would also provide them with the opportunities for growth and personal expansion. During the beginning of most learning sessions, the teacher can contribute towards management of discussion activities but towards the end of a particular learning period, I would allow them to present their individual questions and try to find solutions to them. This is because I prefer that students should focus on answering the problems they encounter first before presenting them to be solved. This provides them with the opportunity to stretch their understanding and acquisition of information in different ways. It is also my philosophy that success can only be achieved when the class works on projects that focuses on benefits to others. As a person involved in an educational activity, it is recommended that one should enable students acquire the knowledge in a particular area of studies, as well as providing them with directions on how to help others. As a qualified educator, it is important that students’ experiences should be enjoyable and there should be an acceptance that at some point something can go wrong and there is a way in which it can be fixed.
Theories Supporting the Philosophy
My philosophy of learning is supported by a number of theories. Metacognition theory is a theory that supports my philosophy of creating a learning environment where students are enabled to focus on their capabilities to resolve the learning challenges affecting them. According to this theory, learning takes place when the learner is provided with the opportunity for applying cognitive capabilities by forming their own understanding of the learning objectives. It also recommends that the student should develop his or her learning goals with the teacher acting as a support.
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The theory of Pure Discovery learning also supports my philosophy of teaching. This theory suggests that learning can take place when the student is allowed to solve most of the learning challenges with the teacher acting a guide to resolving them. It recommends that students should be provided with experiential learning environment as a method of promoting their skills in a particular area of study. This is similar to my philosophy which emphasizes student’s involvement in resolving learning problems with the teacher involved in providing directions.
References
Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in science education , 36 (1-2), 111-139.
Veenman, M. V., Van Hout-Wolters, B. H., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and learning , 1 (1), 3-14.
