COSC 604 Liberty University Psychology Teaching Philosophies Question assign.pdf

COSC 604

EDUCATIONAL PHILOSOPHY PAPER ASSIGNMENT INSTRUCTIONS

OVERVIEW

This paper is a statement of your personal philosophy of education, which will focus on the

purpose of education. This assignment will help you focus on your beliefs about education and

will help you to be able to better articulate your philosophy of education which is invaluable in

your future job search.

INSTRUCTIONS

This paper is to be 5 pages in length from the introductory paragraph to the conclusion, which

does not count the title page, abstract, or reference pages.

This paper is a statement of your personal philosophy of education, which should focus on the

purpose of education, which is why education is carried out and not so much how it is carried

out. Your purpose of education is to emphasize the long-range impact you believe education

should have on individuals and on society—the outcome of education. As you convey your

philosophy, you are to focus on its outcome rather than on the methods, practices, instruction, or

classroom activities. Those are tools of carrying out your philosophy; therefore, a simple

discussion of teaching strategies does not make up your philosophy of education.

As an academic paper, it is to be supported by the body of knowledge in the field, which is to

include references to the literature from educational philosophy, psychology, curriculum, and

learning theory. Treat this as a position statement, a persuasive paper. Make declarative

statements of “ought” and “should.”

Follow the length requirement outlined in the syllabus, use APA format, and include a minimum

of four references.

HEADINGS: See the rubric at the bottom of this document; it will be used for assessing the

paper. To ensure the paper meets the requirements of the rubric, you are to include the elements

listed below. Note the required headings that are to be placed in the same order in your paper as

they appear in the outline below.

1. Title Page

a. Title: Consider the title of your paper to be your motto, slogan, or bumper-sticker version

of your philosophy. It should be clear enough to give the reader some idea of what you

believe about the purpose of education. Avoid statements that sound vague or flippant or

COSC 604

that focus on the process of education. Consider adding a subtitle. Subtitles can bring

clarity to the main title.

b. Other Information on Title Page

 Student Name

 Student ID#

 Course# and Section

 Professor’s Name

2. Abstract

 Place the abstract after the title page and before the introduction to the paper.

 The abstract should be what you would write on an employment application or what you

would say verbally in an interview if asked directly about your philosophy of education.

 Abstract’s First Sentence: Write your thesis statement first. It should state what you

believe the long-range impact education should have on students and society.

 Abstract Paragraph: Subsequent sentences should practically explain what you will do

in your instructional practice to carry out the philosophy you stated in the first sentence.

3. Introduction (Do not use a heading for this section.)

 The purpose of the introductory paragraph is different from the abstract. Do not simply

copy the abstract.

 In this section, introduce your thesis statement that will be developed throughout the

paper.

 It is best to place the thesis statement at the end of the introduction. This serves as a

transition into the rest of the paper.

o Thesis Statement: The thesis statement and introduction to it should focus on the

purpose, outcomes, goals, and impact of education. It should not address how

important it is to have a philosophy of education and should not focus on the process

of instruction. Focus on the “why” instead of the “how.”

4. Philosophy of Schools & Learning (first heading)

 This section should focus on the “why” of education—the long-range impact you believe

schools and learning should have on individuals and on society. Save the “how” of

education for the next section.

 This is the core part of the paper where you expound more specifically on your thesis

statement.

 State what you believe. Do not feel obligated to embrace a particularly established

philosophy. However, you are to situate your beliefs among others by citing ideas that

illustrate yours or are in opposition to yours.

 Refer to the knowledge base in teacher education that includes educational psychology,

philosophy, and learning theory. Do not try to cover everything; just identify one or two

key theories that might illustrate your own beliefs about the purpose of schools and

learning.

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 Be cautious about assigning to yourself a label that you do not fully understand. If you

do not understand all that the label entails, you could unknowingly convey inconsistent

ideas throughout your paper.

5. Instructional Practice (second heading)

 This section should flow smoothly from the previous one.

 Discuss how learners come to know truth. What causes learning to occur?

(Epistemology)

 Address what you will implement in the classroom, which is the “how” part of education.

 What pedagogical practices, instructional strategies, or methods will you tend to use most

frequently? Why?

 What do you hope to accomplish by using these strategies?

 Now would be a good time to go back to the introduction and ask yourself, “Did I address

instructional practice in the introduction instead of the purpose/impact of education?” If

you did, revise the introduction so that it addresses the purpose of education. Come back

to this section to focus on the process of instruction.

6. Teacher-Learner Relationships (third heading)

(Remember that the questions listed in this guide are only to stimulate thought. You are not

required to answer them systematically. Doing so might make your paper too rigid.)

 What is the role of the learner?

 What is the role of the teacher?

 How should they relate to each other and why?

7. Diversity (fourth heading)

 What diversity factors need to be taken into account by the teacher?

 How do factors of student diversity impact instruction?

8. Your Choice of Headings (optional)

 You may insert optional headings here to address issues that are important to your

philosophy of education.

 Here are some ideas you might want to consider:

o My calling

o Classroom management philosophy

o Content/subject-area philosophy

o Assessment philosophy

o Parent role and relationship with teacher

o Current critical issues in education

9. Conclusion (final required heading)

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 Your conclusion should tie in with the introduction somehow so that your paper

displays coherence.

 If your introduction included a metaphor, quote, theme, etc., it would be appropriate

to tie back into that.

 Both the introduction and conclusion should focus on the thesis of the paper, which is

to address the purpose/outcome/impact of education (not the process of instruction).

FAQ

Q: I would like to use a paper or parts of a paper I wrote for another class. Is this okay?

A: Yes, as long as you do the following:

 Get the permission of this course instructor.

 Ensure that your paper meets the rubric for this course.

 Cite yourself as APA requires.

 Insert a statement in noticeable font on the title page such as this: “Portions of this paper

were drawn from a previous work submitted in EDUC ****.”

MISCELLANEOUS TIPS

 State where you agree or disagree with some of the leading theories and theorists.

 Because this paper is made up of your personal views, it will be graded on how well you

followed the rubric, supported your ideas, and presented them in a clear, consistent manner.

You may disagree with the instructor without any penalty.

 Avoid dwelling too much on biographical or testimonial information. How you came to

believe what you do is not as important as what you believe and your rationale for it.

REFERENCES

You must use your textbooks in your reference list. Incorporate into the paper some key ideas

from the textbooks to support or illustrate your philosophy of education or to cite ideas that are

in opposition to what you believe. You may use a variety of other sources, such as…

 Your methods and psychology textbooks

 The Bible (APA permits you to cite the Bible in the body of the paper, but it is not to be

listed on the reference page. So ensure that you have the correct number of sources listed on

the reference page, which cannot include the Bible.)

 Educational journals

 Books you’ve read that have influenced your philosophy of education.

 Do not use Wikipedia as a source in an academic paper. Because it is an open environment,

the information is constantly being changed by registered users and is not always reliable.

 Include at least four references (You may use the Bible in the body of your paper as long as

you cite it according to APA, but it cannot be listed on the reference page.)

 A variety of resources should be represented: books, journals, online, Christian, secular, etc.

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POINT OF VIEW

Because this is a Personal Philosophy of Education paper, you may use first person pronouns

such as “I” and “me,” but do not overuse them. For example, try not to overuse “I believe…” or

“I think…” This is a position paper; therefore, it is assumed that the entire contents contain your

beliefs and thoughts. Do not use “I feel…”

PRONOUN USAGE

Two problems students frequently have in their writing tend to be (1) pronoun-antecedent

agreement and (2) the gender issue of “he or she.”

Pronoun-Antecedent Agreement: Pronouns must agree in number with their

antecedents. It is incorrect to write, “Each teacher [singular] should manage their

[plural] own classroom.”

Gender Issue: It is considered sexist if you repeatedly use singular antecedents and

follow them up with masculine pronouns. For example, “Each teacher should manage his

own classroom.” It is also problematic if you redundantly use “he or she” and “his or

her.” (Please don’t use “he/she” or “his/her.”) Some writers solve this by stating to the

reader that, for simplicity’s sake, the pronouns will be masculine or will rotate

periodically between masculine and feminine. This can be awkward and cumbersome.

But there is a better solution!

To assist in avoiding both of these problems, it is recommended that you write in plurals as

consistently as you can. For instance, use students, principals, teachers, parents, schools, etc.,

instead of their singular counterparts. Follow these antecedents up with “they” or “their.” This

avoids the gender issue altogether. When you find that you must use a singular, you may

periodically use “he or she” or simply restructure the sentence to avoid the “he or she” if

possible. Rare use of it is fine.

ACADEMIC INTEGRITY

Plagiarized papers will be rejected. Every paper will be evaluated for originality by SafeAssign,

which reports to the professor the degree to which your paper is suspected of plagiarism. The

following tips will help you avoid any problems with plagiarism:

Direct Quotes: No more than 10% of your paper should be made up of direct quotes.

Therefore, do more summarizing and paraphrasing than quoting. Short quotes should be

in quotation marks and longer quotes should be indented (see APA). If you do not set off

direct quotes in this manner and/or do not cite them, it is plagiarism.

Ideas and Facts: If the idea or fact is not your own, you must cite its source. When not

directly quoting, summarize or analyze the idea in your own words.

Note: Your assignment will be checked for originality via the SafeAssign plagiarism tool.

PERSONAL PHILOSOPHY 1

Personal Philosophy of Education Statement

Michelle Wilkins

School of Counseling, Liberty University

PERSONAL PHILOSOPHY 2

Personal Philosophy of Education Statement

I believe each child is unique, and education provides a stimulating atmosphere where

they can receive care and security to adequately and effectively develop and grow physically,

emotionally, socially, and intellectually. Teachers act as a guide to children in the educational

sector to help stimulate this growth. Their influence and use of language significantly improve

the children's memory and capability to remember important information and deliberate

mnemonic strategies (Ornstein et al., 2013). Education is also vital in other ways. It helps the

children develop their potential, learn to express their opinions, promote effective and

appropriate social skills, and generates and nurture ideas and innovation. In this sense, education

is critical in developing and nurturing many areas of children's lives to work towards molding

functioning and healthy society members.

Teachers' overall objective is to nurture sense and ensure inclusivity among children

while shaping them to become critical thinkers to capacitate their ability to use supportive facts

towards discerning the truth. However to ensure this, there must be an aspect of learning where

the children procure some knowledge and ability, apply it, evaluate the outcome and modify and

adapt these actions. Most educators prefer active learning strategies since it ensures all students

participate in the learning process and encapsulates a great sense of reliability and self-discovery.

Gleason et al. (2011) support this sentiment by arguing that active learning involves each learner

actively contributing to classroom activities and shifting control from the teachers to the

children. Therefore, teaching methods and strategies define the classroom environment and

determine the extent of children's growth and learning.

The learning effectiveness and level of children's growth have a direct correlation with

the teacher-student relationship. The teachers play a crucial role in enhancing this relationship

PERSONAL PHILOSOPHY 3

and only create it when they are passionate, dedicated, and have a strong urge to work with and

positively impact children's lives. These values will shape the children's attitude towards their

teachers. A positive teacher-student relationship improves by personalizing learning experiences,

identifying children's strengths and weaknesses, and supporting them. These strategies will

create a personal connection amongst the children to their teacher, thus gaining the courage to

engage the teacher and ask questions frequently. The teacher should provide constructive

guidance and positive comments to the learners, making them strive to have a close and

supportive relationship and a positive attitude towards learning and discovery.

PERSONAL PHILOSOPHY 4

References

Gleason, B., Peeters, M., Resman-Targoff, B., Karr, S., McBane, S., Kelley, K., Thomas, T., &

Denetclaw, T. (2011). An Active Learning Strategies Primer for Achieving Ability Based

Educational Outcomes. The American Journal of Pharmaceutical Education, 75(9), 186.

https://doi.org/10.5688/ajpe759186

Ornstein, P., Grammer, J., Coffman, J. L. (2013). The effect of teachers' memory-relevant

language on children's strategy use and knowledge. Child Development, 84(6), 1989–2002.

https://doi.org/10.1111/cdev.12100

Personal Philosophy of Education Statement

NAME

School of Counseling, Liberty University

ABSTRACT

I strongly believe that the interpersonal relationship between a teacher and a student is the single

greatest predictor of student engagement, motivation, and achievement. Second to this is the

pedagogical knowledge that a teacher brings to the classroom, which creates the ability of

teachers to meet students at their needs. Lastly, a teacher’s ability to reaffirm and promote

awareness of diversity and culture makes a huge difference in a student’s ability to become a

productive member of their societies. Ultimately, the goal of education that is student centered is

to create critical thinkers and civic leaders in your student body.

Before embarking on this journey, I imagined that teaching was just a matter of passing on a set

of facts to a group of children and that this exchange was simple. It certainly looked that way

when I was a child. Nowadays, I know that each child presents an individual group of qualities

and challenges and that teachers must be well equipped to handle. Teachers are not only bringers

of conventional wisdom, but they are instrumental in helping students develop in the place of

their parents or other figures of authority when they are in school. School is a student’s first and

most long standing point of contact with the culture, ethics, values, and morals of their

community at large. This functional aspect of school means that oftentimes students see school

as a source of socialization and political integration. Still, one must be careful not to perpetuate

the kind of behaviors and attitudes that prioritize some students while segregating others. The

purpose of the teacher in the classroom is to provide a model for both civic and intellectual

engagement.

Philosophy of School and Learning

In the words of Martin Luther King Jr., “The function of education, therefore, is to teach one to

think intensively and to think critically. But education which stops with efficiency may prove the

greatest menace to society. The most dangerous criminal may be the man gifted with reason, but

with no morals” (King, 1947). For me, this quote perfectly illustrated the “why” of teaching. It

makes no difference if I am to teach if I do not manage to also engage with the moral fabric of

the society that I envision for my students. This might sound confusing, but I would like to both

prepare students to face the problems of their societies and also to envision solutions that propel

them to a more prosperous and worthwhile future.

The long-term implications of education are manifold. The purpose of education today has

certainly shifted from the purpose of education a hundred or even a thousand years ago. The

initial purpose of education was to create a society that could read at all, whereas nowadays the

purpose. The one goal that all education has shared in common is the idea of making a student

into a contributing and worthwhile member of a society. First off, Education struggles with

reconciling functionality (socialization and learning) with what conflict theorists describe as the

“perpetuation of social inequalities” as the result of hierarchical structures in the educational

system. Conflict theorists posit that all learning prioritizes some learners while leaving others out

and that this is an inherent part of the educational system in which we operate. John C. Bean

proposes that learning begins that juncture of “cognitive dissonance” and classroom settings,

wherein teachers dismantle and restructure the thought process in order to encourage and

incorporate critical thinking skills into the classroom. This promotion of critical thinking should

be the end goal of education as it encompasses all the previously mentioned goals of education as

a whole but goes further in providing a student the skill to formulate their own thoughts and

opinions about any other topic.

Instructional Practice

The teacher is a facilitator of learning and a guide for students in their moral choices. Studies

have shown that the increased content knowledge and pedagogical knowledge of a teacher has a

direct relationship to higher student achievement. This same study showed that it is really

pedagogical content knowledge that has the highest impact on student achievement. Therefore, I

would like to put sound pedagogical practices first in my classroom and promote the constant

improvement of those practices over time.

Teaching practices should prioritize 21st century skills such as “collaboration, communication,

and creativity” (Gerriero, 2020). The way to promote these skills for educators is to focus on

differentiating instruction to tailor to student needs. To differentiate instruction successfully,

“novice teachers are being instructed how to employ a variety of grouping options, materials,

assessment tools, and use classroom space in a flexible manner” (Okun, Suyemoto, 2012).

Differentiated material allows students to acquire the same skills but through different tasks that

match up to their ability. Picking up on a student's prior knowledge and skills and tailoring

instruction to suit those needs makes sense for an inclusive classroom. By grouping students

together based on skill and ability and varying the levels of that group in order that low students

can benefit from high achieving students’ content knowledge, I would be promoting socialization

among students and critical thought.

Variety of grading modes and modes of assessment also help promote an equitable classroom in

the sense that students do not have to rely on one mode of assessment to make up the totality of

their grades. For example, a teacher can have quizzes and tests as formative assessments, but can

pepper the curriculum with low stakes assessments and holistically graded assignments in order

to even out the distribution of grades and reinforce different abilities for students (in much the

same way that differentiated instruction rewards teaching the same standards in different ways

for different students). The teacher must keep in mind that the most effective learning styles of

learners as shown in various studies are visual, auditory, and tactile (Okun, Suyemoto, 2012).

Teacher-Learner Relationships

The relationships between teacher and learner are the single most important relationships in the

educational model. For learning to occur, the learner must be motivated to learn, and the teacher

must be continuously monitoring that learning in order to ensure that it is happening. To ensure

quality relationships between learners and educators, educators need to be aware of all the

factors that go into this relationship in particular, the fact that students might be coming into the

classroom having had previously traumatic relationships with adults or authority figures.

Building rapport and mentorship is the key to student learning. If students can trust that they are

respected and valued in a classroom, it makes them more willing to work hard to achieve their

learning goals. There are compelling studies that show student relationships with teachers can

reduce chronic absenteeism and promote student motivation.

Diversity

Diversity in the classroom feels like an extension of the student/learner relationship in the way

that it is intrinsically tied to the job of a teacher in the classroom. Teachers should reaffirm the

mutual respect for a students’ culture and perspective. As a result of this choice on the part of an

educator, students in the classroom will feel better able to implement inclusivity in their own

attitudes. When teachers and learners are inclusive in their environments, the diversity in the

classroom can help students work better overall and can promote student empathy towards each

other as they learn and are exposed to different cultures and customs.

Diversity is not just the shift from a fully white or majority classroom environment to one that

includes students of other races. Diversity can also include many different instances of difference

like gender, ethnicity, socio-economic status, sexual orientation, religious beliefs, political

beliefs, and other ideologies or creeds. All educators must strive to not only meet the needs of

these students but make them feel included in learning. Cultural sensitivity is integral to diversity

in the household. The ability to create interactive lessons for second language learners has been

shown to consistently improve their acquisition of the language and academic performance.

Conclusion

In conclusion, my teaching philosophy is composed of prioritizing diversity, student needs, and

constructive relationships between students and teachers that strengthens student academic

achievement. Thoughtful and enthusiastic engagement on the part of the instructor promotes the

learning of students in the classroom and ensures their motivation to attend class. Pedagogical

knowledge conclusively contributes to the ability of a teacher to harness previous knowledge and

untapped potential in their students and work with them to

References

Bean, John C. (1996) Engaging Ideas. San Francisco: Jossey-Bass Inc. Print.

Henson, K. T., & Eller, B. F. (1999). Educational psychology for effective teaching. Belmont,

CA: Wadsworth Pub. Co.

Okun, B.F. & Suyemoto, K.L. (2012). Conceptualization and Treatment Planning for Effective

Helping. New York, NY: Brooks/Cole.

OpenStax College. (2013). Introduction to Sociology. OpenStax.

http://cnx.org/content/col11496/latest/

Thesis: I strongly believe that the interpersonal relationship between a teacher and a student is

the single greatest predictor of student engagement, motivation, and achievement. Second to this

is the pedagogical knowledge that a teacher brings to the classroom, which creates the ability of

teachers to meet students at their needs. Lastly, a teacher’s ability to reaffirm and promote

awareness of diversity and culture makes a huge difference in a student’s ability to become a

productive member of their societies. Ultimately, the goal of education that is student centered is

to create critical thinkers and civic leaders in your student body.

II. Philosophy of School and Learning

III. Instructional Practice

IV. Teacher-Learner Relationships

V. Diversity

Personal Philosophy of Education Statement

NAME

School of Counseling, Liberty University

ABSTRACT

I strongly believe that the interpersonal relationship between a teacher and a student is the single

greatest predictor of student engagement, motivation, and achievement. Second to this is the

pedagogical knowledge that a teacher brings to the classroom, which creates the ability of

teachers to meet students at their needs. Lastly, a teacher’s ability to reaffirm and promote

awareness of diversity and culture makes a huge difference in a student’s ability to become a

productive member of their societies. Ultimately, the goal of education that is student centered is

to create critical thinkers and civic leaders in your student body.