My Teaching Philosophy

Professor Joanne Carlson discussed, and I agree, that each teacher utilizes more than one philosophy in teaching.  I believe we take a part of each philosophy.  Although I rated highest in the progressivism portion of Sadker and Sadker’s test (Sadker, p. 387), I know I also relate to portions of Essentialism, Perennialism, Existentialism, Behaviorism, and Constructivism.  Thus, I feel they all contribute to a well rounded educator. 

From Essentialism, I identify with the value of teaching each student the traditional curriculum (Sadker, p. 409). For students of international languages, without an understanding of the basic grammar structure of their own language and culture it will be difficult for them to fully comprehend a new language and its culture.

Perennialism may analyze a philosophical issue or a great work of literature (Sadker, p. 409).  To learn an international language, one must delve into history, which is often found through writings of the times.  Faust is one example of a literary work students of German should be encouraged to analyze and use to develop a higher level of thinking.

I identify least with Existentialism.  However, the importance of student centered learning is valuable.  In opposition to Existentialism, I believe students need a teacher to help further their education.  However, with Existentialism the student chooses their own curriculum.  Although, I feel this is a bit extreme, I believe students should be involved in the learning process.  As educators we can be the “guide on the side.”  Encourage students to choose a research topic or book to read from those we recommend.  Involving the students in the process will encourage interest and results.

For Behaviorism, Sadker and Sadker state that “…free will does not exist” (Sadker, p. 410).   There are so many factors that affect the way our students need to learn; peer-influence, students’ home lives, and more.  Having no free will mean all of these will have a direct impact on students.  This type of educator will see beyond and encourage each student in “programmed learning” (Sadker, p. 410).  Behaviorism encourages one to act in a manner that is congruent with the school’s objectives (Sadker, p. 410).  This is, of course, something all educators should consider.

Constructivism is the opposite of Behaviorism.  Professor Carlson stated that this philosophy is not seen often enough.  Constructivism encourages a more in depth process of problem solving.  Educators should encourage students to take responsibility for their learning.  Students should use their schema to assist them in the learning process.

Dewey was the forerunner for the progressivist ideals.  A progressivist approach encourages students to learn from a creative, deep, and logical analysis (Sadker, p. 409).  “Dewey taught that people are social animals who learn well through active interplay with others and that our learning increases when we are engaged in activities that have meaning for us” (Sadker, p. 398).  In my personal experience, I spent four years in high school classes learning the basics of German.  However, it wasn’t until I spent thirteen months in German speaking countries, that I realized the value of the knowledge I had gained.  In my own classroom I encourage this philosophy.  I utilize German exchange students, current news clips, and local events and establishments.  For example, my students studied in class, after school, and at home to prepare for the State German Convention.  It wasn’t until they were there that they could fully understand the power of their studies.  I also had my students participate in a pen pal exchange.  They wrote and received letters in German and English.  They discovered something new with each letter.  Their discoveries not only increased their knowledge of Germans but also of their own language.  The last item was a unique experience for me.  I took my students to a local German restaurant.  The server spoke only German to them and the students responded in kind.  I could not have been more proud of my students’ use of the German language, their politeness, and desire for more knowledge.  I believe my involvement with these students was truly useful and inspiring for their future.

The belief that I can hand my students real life experience and teach them how to apply this toward their futures is my philosophy.  I will continue to utilize my own access to more knowledge to encourage my students to want an education, not simply to gain a career, but for the sake of knowledge alone.