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As an educator, I need to be approachable, understanding, and flexible. To keep order in my 
classroom, rules and consequences should be explained and clearly defined. It is essential I bring 
enthusiasm and passion to my class. I will be creative in my teaching methods, realizing each students 
learning style is different. As an educator, I must always acknowledge that each student brings their own 
unique point of view and experiences to class. 
I believe that each child is a unique individual who needs a secure, caring, and stimulating 
atmosphere in which to grow and mature emotionally, intellectually, physically, and socially. It is our 
desire as a school to help students meet their fullest potential in these areas by providing an 
environment that is safe, supports risk-taking, and invites a sharing of ideas. There are three elements 
that we believe are conducive to establishing such an environment, (1) the teacher acting as a guide, (2) 
allowing the child's natural curiosity to direct his/her learning, and (3) promoting respect for all things 
and all people. 
When the teacher's role is to guide, providing access to information rather than acting as the 
primary source of information, the students' search for knowledge is met as they learn to find answers 
to their questions. For students to construct knowledge, they need the opportunity to discover for 
themselves and practice skills in authentic situations. Providing students access to hands-on activities 
and allowing adequate time and space to use materials that reinforce the lesson being studied creates 
an opportunity for individual discovery and construction of knowledge to occur. 
Equally important to self-discovery is having the opportunity to study things that are meaningful 
and relevant to one's life and interests. Developing a curriculum around student interests fosters 
motivation and stimulates the passion to learn. One way to take learning in a direction relevant to 
student interest is to invite student dialogue about the lessons and units of study. Given the opportunity 
for input, students generate ideas and set goals that make for much richer activities. When students 
have ownership in the curriculum, they are motivated to work hard and master the skills necessary to 
reach their goals. 
Helping students to develop a deep love and respect for themselves, others, and their 
environment occurs through an open sharing of ideas and a judicious approach to discipline. When the 
voice of each student is heard, and environment evolves where students feel free to express 
themselves. Class meetings are one way to encourage such dialogue. I believe children have greater 
respect for their teachers, their peers, and the lessons presented when they feel safe and sure of what is 
expected of them. In setting fair and consistent rules initially and stating the importance of every 
activity, students are shown respect for their presence and time. In turn they learn to respect 
themselves, others, and their environment. 
I believe that giving students positive reinforcement ends in positive results. Students need a 
balance of constructive criticism and praise in order to improve their skills. Trust is vital to the 
relationship between the student and the teacher. In this relationship, I believe students need a teacher 
first and a friend second. All students are capable of learning, even though they may learn through 
different styles and at different paces. Students want to learn, and they have the desire to succeed.

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philosophy+of+education

  • 1. As an educator, I need to be approachable, understanding, and flexible. To keep order in my classroom, rules and consequences should be explained and clearly defined. It is essential I bring enthusiasm and passion to my class. I will be creative in my teaching methods, realizing each students learning style is different. As an educator, I must always acknowledge that each student brings their own unique point of view and experiences to class. I believe that each child is a unique individual who needs a secure, caring, and stimulating atmosphere in which to grow and mature emotionally, intellectually, physically, and socially. It is our desire as a school to help students meet their fullest potential in these areas by providing an environment that is safe, supports risk-taking, and invites a sharing of ideas. There are three elements that we believe are conducive to establishing such an environment, (1) the teacher acting as a guide, (2) allowing the child's natural curiosity to direct his/her learning, and (3) promoting respect for all things and all people. When the teacher's role is to guide, providing access to information rather than acting as the primary source of information, the students' search for knowledge is met as they learn to find answers to their questions. For students to construct knowledge, they need the opportunity to discover for themselves and practice skills in authentic situations. Providing students access to hands-on activities and allowing adequate time and space to use materials that reinforce the lesson being studied creates an opportunity for individual discovery and construction of knowledge to occur. Equally important to self-discovery is having the opportunity to study things that are meaningful and relevant to one's life and interests. Developing a curriculum around student interests fosters motivation and stimulates the passion to learn. One way to take learning in a direction relevant to student interest is to invite student dialogue about the lessons and units of study. Given the opportunity for input, students generate ideas and set goals that make for much richer activities. When students have ownership in the curriculum, they are motivated to work hard and master the skills necessary to reach their goals. Helping students to develop a deep love and respect for themselves, others, and their environment occurs through an open sharing of ideas and a judicious approach to discipline. When the voice of each student is heard, and environment evolves where students feel free to express themselves. Class meetings are one way to encourage such dialogue. I believe children have greater respect for their teachers, their peers, and the lessons presented when they feel safe and sure of what is expected of them. In setting fair and consistent rules initially and stating the importance of every activity, students are shown respect for their presence and time. In turn they learn to respect themselves, others, and their environment. I believe that giving students positive reinforcement ends in positive results. Students need a balance of constructive criticism and praise in order to improve their skills. Trust is vital to the relationship between the student and the teacher. In this relationship, I believe students need a teacher first and a friend second. All students are capable of learning, even though they may learn through different styles and at different paces. Students want to learn, and they have the desire to succeed.