Education Essay

Somehow I feel like I've taken the easy way out on this essay, but I stand by my thought process.  I doubt my teacher will ever know that I used some training I received in Customer Service on this Essay.  The assignment was to present our Philosophy of Education and reference the standard philosophies from our book as reference for our methodology.

Joe Nash

EDUC 200

9:30am MWF

Philosophy in Education

            I am hoping to eventually teach in a post-secondary capacity, but I must also assume that I will be teaching High School students while continuing my education.  I think that any philosophy in teaching must be adjusted depending on the age of the children being taught, so in the case of my teaching preference, a High School or College aged student will have already had a base of education from which to work.  It’s important to take into consideration the foundation of education that a student has experienced thus far, and the fact that the student entering post-secondary or secondary education has already been in school for nine to twelve or more years.  My philosophy takes these factors into consideration, and also addresses each individual personality trait in a classroom.  Additionally, I would assume that as my level of education increases, so will the philosophy I choose change to fit each circumstance and each lesson learned.

            I find that each person lives primarily with one of three main personality traits that will determine how they learn and absorb knowledge.  The three main personality traits are; expressive, analytical, and driver.  At a younger age a student may still be developing into one of these three traits, but as a young adult or full adult, a student has likely fallen primarily into one of these categories. 

An expressive person has a difficult time remaining still for very long.  This has both physical and mental manifestations.  If you ask a question, you may get a long-winded answer, and they usually want to feel as though they are getting attention.  Expressive students in a classroom can be disruptive, and they can also find it difficult to focus.  Unless handled carefully, they can be a distraction for others, and also hamper their own learning.  Recognition or individual attention, and scheduled distractions from the material being taught can assuage an expressive student, and help them focus.

An analytical student tends to dissect instructions and assignments, and may find scheduled distractions frivolous.  An analytical personality type is usually an excellent student who questions appropriately, but when negatively motivated or inappropriately reinforced, can use any gray area as an escape from an assigned task.  They appreciate details and detailed instruction, and it helps them with their comfort zone.  Problem solving and puzzles are favored by an analytical student.

A driver, as a student, will lead when given an opportunity.  Analytical students tend to remain on task until completion, they procrastinate very little, and push others to match their personality.  A driver can always use reminders on acceptable interpersonal skills, and be reinforced to engender cooperation among their peers.

A student can possess each of these traits in different amounts, but usually one trait is the dominant force which drives a student’s behavior.  If used carefully, it is possible for a teacher to maximize learning for each individual in class by relating to each student in the way they receive learning the best.

Designing work groups of students to accomplish tasks and putting each of these personality types together in each group, could be successful.  Each student should be encouraged to learn how to cooperate.  For example: A history assignment on the reign of Alexander the Great could be designed to have three components to complement different personality types.  The first component would require a team leader to tie the different aspects of the project together, and write a related report. There would be a creative aspect to the project, like a map or representation of the territory of the world that Alexander conquered, suited for an expressive person.  Finally there would be a requirement for a chart or graph representing a timeline of the life of Alexander and significant battles, which would appeal to an analytical personality.  In addition, I think that my teaching philosophy would modify classroom behavior to promote learning, and the desire to learn.

Identifying different classroom activities, from contests among students for drivers, to learning games appealing to expressive student, to critical analysis discussions appealing to analytical students, can make learning interesting and fun for everyone.

Applying what I have learned regarding the main philosophies presented in our text book, [Teachers, Schools, and Society by Sadker and Zittleman pg. 187-203] I find that my approach to learning primarily combines three philosophies. 

Most modern classrooms insist on a healthy dose of Essentialism in order to ensure that a basic knowledge of the subject matter is attained.  I would include this philosophy as a primary goal in my teaching method, as my descriptions demonstrate.  Appealing to each personality type maximizes learning of the required material, and could even be efficient enough to go beyond what is required.  E.D. Hirsch Jr. champions an “inclusive curriculum” in his Cultural Literacy book, and I believe that my philosophy follows that idea precisely.

To a lesser degree, there is quite a bit of the philosophy of Progressivism in my teaching philosophy as well. It uses not only the “real world experience” that has reinforced the personality types each student possesses, but uses their skills efficiently to achieve a common goal.  Indeed even the proposal of my philosophy would be a “real world” experiment in teaching to help each student reach their potential, while at the same time learning to appreciate people who have different personality types.  I would even propose that John Dewey’s desire for students to “analyze experience thoughtfully and draw conclusions objectively,” could be enhanced with my philosophy and approach.

The last philosophy from our text book that applies to my philosophy is Perennialism. In studying great books, great film, or classic media, students can use their own personality type to learn the most based on student activities in the classroom, and outside as well.  By streamlining learning of these great works of literature, history and art, it will more quickly sort out those who are predisposed to more advanced learning, and identify opportunities to give attention where it is needed to lift up troubled students and maximize their potential.  Either way, it is important to learn from the past in order to reap the potential rewards that lay in our future, so it is critical that students discern what was considered great truths in the past, and apply those lessons to current society.  Only then can there be an appreciation for how far mankind has advanced, and convey the warnings and danger associated with repeating historical errors.  Combining this philosophy with activities that speak directly to individual personality types can be a powerful tool to opening up new avenues of learning, and discovering new truths to apply to future generations.

I’m sure that we will all add tweaks to make our teaching philosophies shine all the brighter in the future, but I think that appealing to the Analytical, the Expressive, and the Driver in each student, has untapped potential in today’s world of education.  I look forward to applying this philosophy, and what I learn in the future.  I will ogment or change my ambitious charge to create a comfortable working and learning environment, enhancing it time goes on.  Ultimately for student and teacher alike, it will be a classroom that never gets stale.  I look forward to the day when former students seek me out to show appreciation for the class that helped them achieve their goals.