Philosophy of Education

My overall philosophy of life is that human beings are to develop their own identity for the benefit of society. This philosophy is what leads my life, which melts into what I believe my philosophy of educations is ought to be. I do not believe teachers are to impose their own wishes on the students neither believe that facts are to have the last word. I believe factual information can be expanded and be changed by new ideas and theories. I believe teacher’s solely purpose in a classroom should only be a medium between the student and resources needed to expand their own thought. Teachers are to assists inquirers; it is imperative for teacher to think ahead and have guidance questions to the new path. When problems arise, student’s purpose is to think deeper and find a solution. I believe that wisdom in the animal race - human beings, is innate. I believe is a necessity for the schools to find ways of teaching that provides tools for human beings to advance their knowledge to have advantage over any type of situation. As human beings, we need to be inquisitive within our own selves, a form that only may lead to a sort of form of knowledge. With knowledge, a student has the upper hand to dissect principals in the attempt to find their meaning. A student should be thought the basics, and what are meant about basics are writing, reading, math, and natural science; furthermore the curriculum should be designed accordingly to the student’s interests. The importance is for teachers to evoke student’s imagination; for the students to activate their creativity and explore its surroundings. I also believe human beings have a role in society, and the role in society needs to be completely chosen by its author and for it to be executed to the highest form of responsibility for the overall benefit of society’s wellness.

Behaviorist and Constructivist Lesson Plan Differences

The difference between a behaviorist lesson plan and a constructivist lesson plan format is that one is delivered and received in a structured process of thinking and the other is taught and learned by providing the students wider latitude to process the given information and freedom to come up with their own conclusion. The behaviorist lesson plan was designed by Madeline Cheeks Hunter who took it upon herself to come up with a plan in order to raise American education after seeing how public education was being criticized for dropout rates, falling test scores and discipline problems. Madeline Hunter required for teachers to be educated and to fully understand the three realms that she defines as teaching before implementing Hunter’s eight steps design lesson plant. These three realms include: content, learning behaviors of students, and teacher’s behaviors. Hunter’s behaviorist lesson plan consists of students understanding the purpose of the lesson; build a bridge to the activity by either providing a handout or asking a question for the student to begin to see the link between the purpose and what is he/she is to figure out; the teacher exposes the material to be used in order to achieve purpose; then the teacher shows them what is there to be done and how to; checks their understanding and gives a summary of what the intention is and what will be the outcome.

A constructivist lesson plan format will include and not limited to by the teacher’s guidance. The student is presented with a situation then follows with the teacher designing how are the students going to learn the objective, e.g. grouping. In the constructivist format, the students will build a bridge but instead of being the teacher directing the way, the students are given the chance to attempt to explain what the situation is and how are they going to resolve it. The teacher measures the student’s knowledge by their explanations, and he/she states the new guided questions in order to spark the student’s awareness, leading them to a better understanding of the process and how to solve the problem. After, the students exhibit their findings to their classmates and they reflect upon the overall classroom responses.