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EDUC. 530 Learning Module: Curriculum DevelopmentStudent:Toni Leigh boulaun57@ 4032 W. 10th St. N. Wichita, KS 67212Day Telephone: (316) 655-8923Evening Telephone: (316) 655-8923Assignment Title: Date of Submission: 9/14/13Assignment Due Date: 9/15/13Course: EDUC. 530- Learning Module: Curriculum DevelopmentCourse Instructor: Dr. Dana LaMantia Faculty Mentor: Erica FanelloCertification of Authorship: I certify that I am the author of this paper and that any assistance received in its preparation is fully acknowledged and disclosed in the paper. I also have cited any sources from which I used data, ideas, or words, either quoted directly or paraphrased. I certify that this paper was prepared by me specifically for the purpose of this assignment, as directed.Student’s Signature: _________Toni Leigh – electronic signature_________________________________________ PHILOSOPHY OF EDUCATION 1 Philosophy of EducationToni LeighSeptember 14, 2013Southwestern College Professional StudiesPHILOSOPHY OF EDUCATION 2 AbstractThere are a number of elements that can influence a philosophy about a person’s particular beliefs. In most career choices, the person is not asked what their philosophy is. Teaching is different as it can involve young people. Adults have already made choices and live with those choices. Young people can be influenced by those in their lives from their families, to their friends, and their teachers. Instructors of teachers like to know what as aspiring teacher’s philosophy is because they need to know that the person going into teaching realizes how important this decision is and how they will influence the young people they teach. This paper will address what those elements are that might influence a teacher’s philosophy and a personal philosophy of education (Posner & Rudnistky, 2006). PHILOSOPHY OF EDUCATION 3 A teacher’s philosophy can involve many details and take years to get to that final philosophy that stays relatively the same. It takes experiences and time to mold a belief system. There is current information that says the physical side of education should be included in our curriculum now to educate the total person. This is not a new idea. John Locke, in the seventeenth century, thought the physical body should be involved in the total education of people. He also felt human beings were born as blank slates which could be molded from birth. Opinions have come and gone throughout the history of education and those opinions can influence the current philosophy statements of teachers. The details that can affect the teacher and his or her philosophy could come from the information from the district, state, and federal levels to family and friends (Everything, 2012). In society today, the teacher might be the one who fills a role the parents do not in more than just the formal education of their children. Parents may not have skills that the students are going to need to succeed in their world. The home might be a place where a student knows how to stay out of the way and quiet in order to survive, but that will not help the student in a career. The teacher and that teacher’s philosophy could be the factors that help that student get where they need to go. Every year a student is in school, the goal is that they grow a little more toward what they are supposed to be and what they are supposed to achieve in their academic and work career. They need to have the tools available to them and be learning the skills that will make them successful within their future families, work place, and society. Just as important are the skills to get along with people and be able to function in a team situation because that might be what a future employer will be expecting. The school and the classroom become a small village or community for the student where great things are possible (Reid, 2012). In writing a philosophy of education, a person has to become very aware of what is important not only on a personal level, but on a societal level. Education has to be more than a PHILOSOPHY OF EDUCATION 4great idea. Education has to answer a need in every person to find their own success. It is more than just the grades or a race to see who can be first. In this country, that has been a focus which could leave some very important details behind or even out. Education should take into account that everyone is different and not all of us will be good writers or test takers. Some will be absolute geniuses with their hands while others struggle with simple tasks. That does not mean either one is less than the other. It just means we have different gifts to offer (Novak, 2010). Another detail educators consider is the happiness quotient. If students are happy, perhaps they will work harder. When they feel that they are in an uphill climb with no reward at the end, they might quit before they start. On the other hand, if there is too much leisure and not enough work, the goals of learning might suffer. If students are unhappy, the parents might assume that the school is not meeting all the needs of the students. Just as if the students appear to be playing too many games, the parents may think there is not enough being accomplished to ensure the success of their children. All of these details are important to consider when contemplating what is important and what a personal belief system could be (Reid, 2012). When considering personal beliefs, the thoughts can be overwhelming because there are so many parts to consider when teaching. Every school has its own set of rules and guidelines that it follows. There is the possibility that the guidelines and rules will not be ones with which everyone will be comfortable. In that case, the people who work for that particular school either consider a different place in which to work, or be flexible and modify their own set of guidelines and what is important in teaching students. It takes a number of years for an educator to really finalize their own philosophy and discover where they are truly comfortable (Jenkins, 2011). Education encompasses all areas of a person’s life and can make or break a student just starting on their academic career. School should be presented in such a way that a student wants to be there and be a part of something that can not only challenge the student, but also be usefulPHILOSOPHY OF EDUCATION 5 to that student during their time in school. It should also be a place where the student knows there is safety as home may not always be that place. School should be a place where the student can count on a teacher to help whenever possible to achieve academic success and goals. Sometimes, the teacher is the only inspiration that student will receive because the home situation does not provide much of a positive influence. The teacher can help in those areas by showing what could be available to a student just by exploring new ideas in the classroom (Roundtable, 2001). Even if reading is not the explicit content area, it is still crucial for students. To be able to comprehend what is read and find what is necessary when researching for information is a skill that needs to be developed in students from the very beginning of their school careers. When students can depend on the schools to teach literacy skills that will follow them all through their time in school, they will be successful. Even an area such as science will not make sense to a student who does not have good literacy skills such as reading, for comprehension. Just as important is the skill of being able to relate that information in the form of writing. These are areas which will make any further higher education easier and more rewarding to the student when they are perfected (Novak, 2010).Conclusion When putting together material for a science unit, many areas must be considered because besides just the important content material, the students must learn how to incorporate a number of areas, such as reading, writing, research, and creativity to make their education complete and usable for their success. Working in teams seems to aid students in starting to comprehend what it means to work with others and find their own strengths as they work within that team. They read together and listen to each other, which generates ideas and creativity. These skills will follow them during their later schools years as they continue that path towardPHILOSOPHY OF EDUCATION 6their own career choice. I believe these types of skill and flexibility are vital and necessary for academic and career success and I want students to have these skills. As a science teacher, I know my students have the right and the need to have the tools at their disposable to learn what they need to learn in order to do the research in whatever area we are working. They need the technology to access the vast amount of information that is available to them. Without this technology, they will fall behind and that is not acceptable to me as a teacher. Technology is vital in science as it includes areas of history and current events as well as the details of the particular area the students are studying. As their teacher, I know it is important for me to stay informed on the latest technology available to all of us in order to gather and research the information necessary to achieve our goals for our projects in the science classroom. Just as important to have team work skills and technology, the material must be relevant to the students and apply to their lives. As a teacher, I would want students to realize that some things they learn have a history, but history repeats itself and they need to know how the history of something can come forward and be relevant again. That way, they know that this information and research that they do will help them deal with something that might arise in their own lives and help them cope with it because they have been taught the skills. They do not have to be afraid or uncertain because they know how to do the research and find the information they need. I want to be the person who has shown them how to embrace their world and how to make it a better place to live.PHILOSOPHY OF EDUCATION 7 ReferencesEverything Philosophy. (2012). What is the philosophy of education? Retrieved from . Jenkins, Rob. (2011). A philosophy of teaching. Retrieved from . Novak, Bruce (2010). What if education is not a race? Retrieved from . Posner, G., Rudnitsky, A., (2006). Course design: a guide to curriculum development for teachers. Boston, Massachusetts; Pearson Education, Inc. Reid, Sean. (2012). Teacher network; what’s your philosophy of education? Retrieved from . Roundtable, Inc. (2001).The story of american education.Retrieved from . ................
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