Introduction
An educator’s philosophy is the core of the teacher’s practice. This paper aims to describe my teaching philosophy and to provide evidence that it is effective in the educational process. My teaching philosophy includes principles such as social learning, a student-centered approach, active learning, a ‘teaching in the now’ approach, and learning from mistakes. All these principles help students learn more efficiently than traditional educational approaches do.
Definition of Teaching Philosophy
Every educator needs to understand their individual philosophy of teaching. Teaching philosophy defines the educator’s teaching style (Woodward et al., 2019). It helps teachers to achieve their educational goals.
Apart from the principles of learning, educational philosophy includes a statement of values and a moral code for the teacher that assist in decision-making and finding the best ways to respond to crises and new situations (Hansen, 2019). Without it, an educator is forced to rely on customs or the memories of their own teachers’ norms of behavior, limiting their ability to control and guide the educational process. My teaching philosophy is based on values such as respect, cooperation, and a focus on students’ needs.
Personal Teaching Philosophy
Student-Centered Approach
I believe that a student-centered approach is the most effective way of education. Evidence shows that this approach is more encouraging than the teacher-centered model, in which the teacher dominates the classroom and passes knowledge (Mensah & Agyei, 2019). The student-centered approach allows students to work independently, developing their learning and creative skills. The teacher’s role is to instruct, consult with students, and manage the learning process. This way, students put more effort into learning as they take an active role rather than passively listening to the mentor.
Social Learning
Social learning is the base of my teaching philosophy. It provides student cooperation, which is one of my core values as a teacher. The main principle of social learning is to see the class not just as several individuals but as a system or a living organism (Askerov, 2022). Dividing the class into small groups during the work helps engage passive students in the learning process and use their potential rather than just following the most active part of the auditorium. I am convinced that group learning helps students learn, as they can share their thought processes, get a new perspective on the discussed topic, and deepen their knowledge.
Learning from Mistakes
Another essential part of my teaching philosophy is that mistakes and failures are as significant as achievements. It carries not just on grades but on such small things as correct and incorrect answers in class. Only correct answers are traditionally considered while assessing students’ knowledge (Askerov, 2022).
However, mistakes are equally serious, as they allow the teacher to understand the student’s thinking and how to guide it in the needed direction. Mistakes and failures are part of my self-reflection as an educator. They help identify areas of the learning process that need improvement.
Focus on the Current Moment
The last but not least principle of my philosophy of education is ‘teaching in the now.’ It means focusing on students’ needs and problems at this moment. This approach differs from the traditional idea that a student is working toward their future, and that the future is more important than the present moment (Frank, 2019).
The last idea is dangerous in some respects, as it implies that education should be considered a sacrifice, or even suffering, for the sake of future success (Frank, 2019). It neglects students’ needs and portrays getting an education as a negative experience. This idea scares many students from learning, as no one wants to suffer willingly.
The educational process should focus on the present, not the future. Students’ current physical, emotional, and intellectual well-being should be considered. It should address the problem of lack of motivation as well. A quality, engaging educational experience should be provided to make students interested, rather than just stating that knowledge will be helpful in the future.
Conclusion
In conclusion, my teaching philosophy supports methods such as encouraging students’ active participation in the educational process and learning in groups, as they help make all class participants in the academic process. This approach allows every student to discover their abilities and skills. Another key principle is focusing on the present moment and making the educational process more engaging for students now, rather than serving in the distant future. Treating mistakes as part of learning is one of my educational philosophy principles. It also helps educators better understand students and grow and learn alongside them.
Annotated Bibliography
Askerov, S.G. (2022). Philosophy of teaching. Philosophy Study, 12(10), 533-539.
The article is written by professor and doctor of science Askerov Shahlar. It presents a new model of teaching along with a new philosophical view on the learning process and examines the importance of social learning.
Frank, J. (2019). Teaching in the now: John Dewey on the educational present. Purdue University Press.
The author re-examines John Dewey’s teaching philosophy. They question the idea of education as the preparation for the future.
Hansen, D.T. (2019). Introduction: ideas, action, and ethical vision in education. In Ethical visions of education: Philosophies in Practice. Teachers College Press.
The text explains what educational philosophy is and why it is important as the base of teacher practice.
Mensah, F.S., Agyei, D.D. (2019). Philosophy of teaching, teaching style, and ICT use: a qualitative study of the perspectives of high school mathematics teachers. African Journal of Educational Studies in Mathematics and Sciences,15(1), 1-16.
The study examines the influence of teachers’ individual philosophies on their teaching styles. It is relevant to the paper as it describes the difference between student-centered and teacher-centered approaches.
Woodward, D., Hegarty, B., Allen, E., Booth, S., Redfearn, S., Smith, S., Wakelin, K., & Webster, J. (2019). Developing a teaching philosophy for a teaching credential. Scope Contemporary. Research Topics (Learning and Teaching), 7, 31–42.
The main point of the article is to show the building of a model of professional teaching practice through teaching philosophy. The article is relevant to the topic as it shows the importance of educational philosophy for a teacher.