Educational Psychology Personal Teaching Philosophy

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Educational Psychology: Personal Teaching Philosophy

The process of teaching and learning is considered very complex and its success is depended on the collaboration amongst various stakeholders. With regard to matching the teaching styles to the students’ level of development, I believe that the teacher is charged with the responsibility of ensuring that the students adapt to the specific teaching styles for optimal results. In order to achieve this, the teacher needs to understand the diverse learning styles of the students at certain stage of development in order to be able to tailor the teaching method to meet emergent and long term needs and demands of the students. Notably, this belief is likely to have various implications on my interaction with the students. To begin with, it would foster good relations due to the fact that the individual and particular needs of the students would be taken care of accordingly. This would in return enhance the effectiveness of the teaching and learning process.

In the recent past, direct teaching and discovery instructional methods have been identified as some of the most effective teaching methods for students at the elementary level. Coupled with well designed assignments, Woolfolk (2007) contends that direct teaching plays an elemental role in improving the cognitive skills of learners as well as enhancing their self esteem. Since the goals defined by this approach tend to be objective in nature, it ensures that students understand the gist of the course with ease. Due to its enhancement of active engagement in the process of learning, discovery learning on the other hand motivates the students to engage in creative learning that is fundamental for development of vital problem solving skills. Of great importance is the fact that it seeks to instill a sense of responsibility in the students. Employment of the two methods of instruction during teaching would effectively address the diverse learning styles that are presented by the students. As such, it would greatly improve the teacher student rapport.

Vygotsky and Piaget’s philosophies are sought to further the importance of social interaction, challenges and readiness during the process of learning. Nevertheless, they uphold various philosophies that are distinguished by the differences in the function of language in development of cognitive capacities, the value of guided activities versus free exploration, the role of culture in learning and the advantages of peer interaction verses adult interaction. I prefer Vygotsky’s philosophy because of the fact that its results are sustainable in nature. In this respect, it is worth acknowledging that guidance and incorporation of students’ culture in the process of learning enhances a sense of ownership of the education and the relative values.

With regard to teaching moral behavior and fundamental values, I believe that inculcation of important values needs to be done at a tender age. Thus the elementary level provides the best stage because then, students are ready to learn the same in preparation for their employment in future. I also believe that this is a social responsibility that should not be left entirely to the educators, irrespective of the fact that students spend most of their time in school. In order for this education to be beneficial, it would be imperative for the ideal values to be mainstreamed in the curriculum and specifically in the content of existing disciplines rather than be taught independently (Oakes, 2006). This would ensure that the students are not distracted and that vital values are assumed in a natural manner. Notably, this would aid in the reduction of possible incidences of deviant responses that are often associated with the same. As such, it would uphold viable relationships between the educators and students that are fundamental for sustainable learning and teaching.

At this point in time, it can not be disputed that authentic self esteem plays a vital role in enabling the students to set achievable goals and work towards improving their career choices. In addition, it instills a sense of responsibility in the students that is fundamental for successful living. The classroom experience provides the best environment through which the ideals can be developed and nurtured accordingly. In particular, these can be developed through enhancement of good relationships amongst the students, promotion of personal resiliency that is critical for addressing daily challenges, exposing the students to helper roles that provide them with a chance to value commitment and valuing the students with behavioral constraints.

In order to achieve effective learning, it is imperative to address the inherent labels amongst students that impact upon their self esteem and undermine their academic achievement. The affected students can be assisted to realize their full potential through modification of the curriculum to incorporate their individual concerns. Such achievements are bound to enable them prove to the other students that they do not need to be associated with the labels. I would also liaise with the school authorities and formulate school rules that seek to prevent the culture of labeling. In addition, it would be important to consider the role of the parents and ensure that they are encouraged to stop perpetuating the perceived labels that their children presumably have.

In respect to the nature of intelligence, I believe that this is a multifaceted concept that is anchored upon numerous mutually reinforcing factors. In particular, I believe that intelligence is influenced by social, cultural and genetic factors whose interplay determines the degree of the same. Notably, this viewpoint would enable me to accord each student utmost attention in line with the level of his or her intelligence. Furthermore, I would give each student an equal chance to develop his or her intelligences. This would probably be achieved through enhancement of active participation by students in the learning process. According to Dweck (2006), only then would an instructor be able to identify develop and nurture the varied intelligences that students exhibit.

Employment of multiculturalism is important in teaching and should therefore be upheld because of various reasons. To begin with, it enables the teacher to transcend cultural dominance that undermines effective learning of the minority groups. In addition, this approach empowers the students socially, emotionally, culturally, intellectually and politically. This is attained through its utilization of various referents to instill vital skills, values and knowledge. Furthermore, studies posit that the multicultural approach provides a viable learning environment that is characterized by harmonic co existence.

Tracking on the other hand is a counter productive practice that should be shunned if learning is to accord every student an equal opportunity to participate in the same. In the respect, the practice has been implicated for perpetuating economic, social and intellectual disparities amongst students. In addition, it promotes the culture of labeling as some students perceive others inferior to them. As such, it is not a sustainable approach to instruction and its utilization is likely to enhance tension amongst students as well as instructors. Notably, this negatively affects the process of learning and teaching.

References

Dweck, C. (2006). Understanding Academic Achievement from a Psychological Viewpoint. USA: Random House.

Oakes, J. (2005). Effective Education. Yale: university Press.

Woolfolk, A. (2007). Educational Psychology. (11th Ed). USA: American Psychological Association