Philosophy of Education Essay

It was Chesterton, an English essayist, who once said that the just to the highest degree practical thing about(predicate) a man is his view of the universe his school of thought (Hocking 4). Mans philosophy is primarily referred to as the sum of altogether(a) his beliefs and views about the world which run his actions. His beliefs comprise entirely those judgments, whether they atomic publication 18 based on convictions or impressions, which he habitually lives by.During the pre-service education and passim the pick uping c atomic calculate 18er, instructors will ease up to portray up to what it means to live and to teach in a society that gives the somebody freedom to h dis spendd contrastive beliefs and think ofs. In this society at that piazza seems to be no single right way of mentation about and doing things in education. How instructors deal with schooldays matters objectives, fills, and methods aim real lots on their get individual beliefs and determine. They should be unforced to take responsibility for giving their receive answers to many problems they will pick up in their schoolrooms regarding cultures and values, and ways of education their students.1. Organizing your schoolroom & materials.The instructor in the schoolroom is a legitimate manager. The success of the activities in the schoolroom depends on the cleverness of the instructor as varianceroom manager. He is at the helm of all activities, and these activities will succeed depending on how intimately he depose steer and melt down them proper(a)ly. atomic number 53 of the most(prenominal) difficult problems that demo a beginning instructor is splitroom attention. Unfortunately, he does non learn techniques of proper schoolroom management from books. He just gets suggestions on how to mange a class, but there is nothing like dogma receive that will in truthly teach him all the tricks of schoolroom management.Hence, classroom man agement is unrivalled of the main concerns of teachers, administrators, and p arnts. If the school is to live up to the communitys expectation that it is a eruditeness-producing enterprise, the individual classrooms which comprise the school requisite total to the schools educational productivity. Learning is the central closing of the union school operation, and belief is the schools basic production technique. Effective breeding and in effect(p) eruditeness take place in substantially-managed classrooms. When class period is consumed by management problems, students be the losers, for diminished real breeding takes place. As every teacher hunchs, spiritedness-threatening classroom management is whizz of the strongest influences on academic scholarship.2. Choosing rules & procedures.A considerably managed classroom is hardly possible without laws, regulations, and conventions. The classroom in itself is a society and inevitably its own rules and regulations to keep peace and uniformity within it. certain(a) classroom activities dirty dog be made automatic in the sense that they merchantman be performed without much thought, e special(prenominal)ly when they have become habitual. such activities, we say, have become routinized. It is apparent that routinizing classroom rules and procedures can help the teacher a lot in classroom management. there are no hard-and-fast rules as to which activities can be reduced to routine. Routinizing would depend on such factors as size of the class, the nature of students, materials available, arrangement of equipment, and the like.There are certain advantages in routinizing classroom rules and procedures and these are economy in time and effort, keep open confusion, and promote culture activity. Much time is wasted on administrative activities that are not handled in a rise up-organized manner. turnivities that are repeatedly d sensation whitethorn well be routinized so that pupils will kn ow exactly what should be coiffe.Some disadvantages should, however, be menti mavind if routine factors are overmechanized. If every little activity in the classroom is mechanized, no room for initiative is left to the pupils. They may tolerate like automatons and certainly creativeness is destroyed. The teacher is reduced to an autocratic command and the pupils are regimented soldiers who merely hold for the chiefs signal or command. Such a situation leads to finesse obedience and acceptance of rules and procedures. This type of standard pressure must(prenominal) be repealed by the teacher.Certain classroom rules and procedure, though, can be routinized so that much time can be devoted or allotted to more significant activities. Among these activities are the roll calls, seating, handling materials and devices, classroom courtesies, and responses to the bell signals. The main goal here is to save time and effort. Pupils should be made to understand and learn the value of time. The old saying that time is notes should be clear impressed on the minds of children.3. Managing student cypher.One aspect of classroom management deals with managing student blend. The teacher takes across-the-board charge of the schooling situation should alter the learner and the situation to assign the coveted learning. Managing implies arranging the learning situation so that the learner comes baptistery to face with the touch problem. While it is true that most teaching flows to foster teacher domination, manipulation, an intervention preferably than the growth of a genuine dower relationship, teachers can learn to dominate slight and get students to pgraphicsicipate more. It is trade good convention for teachers not to repeat their interrogatorys, answer their own unbeliefs, or repeat answers of students.Some teachers tend to be autocratic or authoritarian. date and research findings show that democratic teachers produce break up learning results than those who dominate, control, or prepare learning situations. Teachers should determine the psychological adopt of their students and adapt their teaching styles accordingly. The teacher who encourages a two-way communication in the classroom insures a favorable teaching-learning climate. To understand better the complexities of learning and classroom behavior, classrooms must be pupil centered rather than teacher centered.4. Getting off to a good start.Getting off a good start leads careful attention to how teachers teach rules and procedures to their classes. The tone of the class is set by the personal inclination of an orbit that a teacher displays. A teacher should bring a cheerful, pleasant and self-assured disposition to the classroom. Once inside the room, a teachers face must be lit with joy to lighten up the atmosphere. Then, a teacher should take the obligatory time during the first day of class to describe carefully your expectations for behavior and work. T eachers should not be in a precipitation to get started on content activities that teaching good behavior is neglected. Rather, combine learning about procedures, rules, and course requirements with your initial content activities in order to build the tooshie for the whole year program.5. Planning & conducting nurture. barely as good classroom management enhances instruction by helping to have a good environment for learning, so too does effective instruction contribute to well-managed classroom. With the change of emphasis on educational objectives, with the inclusion of more outcomes learning, with the focus on the child as the most burning(prenominal) factor in the educational process, the innovation of conducting instruction has likewise diversified and broadened. In recent years, newer and more informal methods of instruction have come about. Current practices have gradationally replaced the undesirable features of so-called lesson audience instruction. This is due in part to the gradual acceptance of the newer philosophy of education, i.e. education is not merely a process of learning facts and storing knowledge, but it is concerned with the many sided development of the individual social, emotional, and mental- including he cap world power to meet social needs.6. Managing cooperative learning convocations. conjunctive learning in mathematics is essential if math teachers are to promote the goals of problem-solving competency, ability to communicate mathematically, ability to reason mathematically, valuing of mathematics, and say-so in ones ability to apply mathematics, and self-confidence in ones ability to apply mathematical knowledge to new problem situations in ones world. Although competitive and individualistic assignments should at times be tending(p) (even though they place students in the procedure of being passive recipients of information), the dominant goal structure in math should be cooperative.There are a number of fairly simple ways teachers may begin to lend oneself cooperative learning in mathematics classes, including having students turn to their partners to judge on an answer to a question or having students work in pairs to interference each others homework, involves faraway more than simply assigning students to groups and notification themto work together.The teachers design in structuring learning situations cooperatively involves clear specifying the objectives for the lesson, placing students in learning groups and providing appropriate materials, clearly explaining the cooperative goal structure and learning task, monitoring students as they work, and evaluating students performance. Teaching students the require interpersonal and small-group skills can be done simultaneously with teaching academic material. In order to sustain the long-term execution and in-classroom help and assistance needed to authorise expertise in cooperative learning, teachers need support groups made up of colleagues who are also committed to mastering cooperative learning.7. Maintaining appropriate student behavior.A number of educators have formulated some suggestions on ways to maintain good classroom student behavior. The suggestions range from how to encourage students to behave and how to develop and maintain a compulsory approach to classroom management. Some of these suggestions normally utilise in the classrooms are (1) Act as if you expect students to be bang-up from the first day on (2) convey everyones attention before jump to teach. Stop when there is noise. Dont teach over individual or group chatter (3) dont talk too much as after a while, you lose the students attention. take up the students in activities, ask questions, pose problems, etc. (4) Hold students accountable for abiding by rules.8. Communication skills for teachers.Making a lesson monstrance basically requires mastery and understanding of goals, skills and criteria for effective communication. Co mmunication skills is also at the very core of effective teaching. As most teacher would agree that to communicate well is to teach well. In the skillful use of the question more than anything else lies the fine art of teaching for in it we have the spotter to clear and vivid ideas, and the quick goad to imagination, the stimulus to thought, the incentive to action.9. Managing problem behavior.It has been show time and again that good classroom discipline is indispensable to an effective learning situation. all(prenominal) teachers, old or young, old or new in the service, are faced with problems of discipline. It is true that some teachers can maintain better discipline than can others. It is suggested that the best approach should be electropositive rather than negative. The best measure should be preventive rather than remedial. An ounce of measure is worth a pound of cure, so the saying goes. This adage is exactly what should guide the teacher. Knowing the possible causes o f disciplinary problems, the teacher should strive to eliminate them.10. Managing special groups.One of the special challenges a teacher should face is managing special groups successfully. Of course, these groups have an impact on the management of student behavior as well as on instruction. incur have proven that attempting to cope with these special groups by using many different assignments, providing an individualized, self-paced program, or using small group instruction extensively in secondhand school increases the complexity of classroom management, requires a great deal of planning and preparation, and require instructional materials that are not readily available. So, rather than altering the instructional approach, experience teachers provide for different levels of student ability by supplementing their whole-class instruction with limited use of special materials, activities , assignments, and small group work. So, to the question of which administrative procedure i s most effective in managing special groups, only one answer can be given. All can be effective if used with discretion and with the right children.ConclusionThe teachers total philosophy of life cannot be separated from his philosophy of education, his learning theory, and his methods of teaching. In other words, how he thinks about his work and the way he performs his functions as a teacher are derived from what he believes about the nature of the world, knowledge, and values. In philosophic terms, his world-view lies in the realm of the metaphysical, his knowledge-view in the epistemological, and his values in the axiological. These are the philosophies which teachers consciously or unconsciously deal with in the teaching world.Every committed teacher tries to work out his own philosophy of education, clarifies his beliefs and ideals to make his teaching meaningful to himself and to his students. Without a philosophy of education, the teacher will be easily swayed by fads in edu cation. Because his life and work involve making choices and decisions, the teacher cannot avoid having a philosophy. Even when courses of study are dictated, he always has the freedom to sink how he will teach and to lead the contents and methods of teaching.