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Philosophies At Clement Middle School

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“The philosophy of a particular school and its officials influences the goals, content, and organization of its curriculum. To a larger extent, our philosophy of education determines our educational decisions, choices, and alternatives” (Ornstein & Hunkins, 20013, p. 28). These decisions include, framework for organizing schools and classroom, suitable content, models of teaching, experiences and activities to be emphasized, and resources. Our own unique set of beliefs, values and experiences, lay the foundation on which we base curriculum. Due to our diversity, four major world philosophies materializes. They are idealism, realism, pragmatism, and existentialism (p. 31). Through these philosophies, educational philosophies such as perennialsim …show more content…

We are still caught up in data analysis of student performances and using its outcome to strategize and plan reteach lessons. We emphasize reading, writing, and mathematics at Clement Middle School because students are expected to perform well on district sanctioned common assessments (that are given every five weeks, mainly to ensure teachers of core subjects are covering essential topics) as well as on state mandated tests. The few teachers at the school who subscribe to perennialism, “view themselves as authorities in the field [and] teach utilizing the Socratic method: oral exposition, lecture, and explication” (Ornstein & Hunkins, 20013, p. …show more content…

“For Dewey and other progressivists, the curriculum should be interdisciplinary and teachers should guide students in problem solving and scientific projects” (Ornstein & Hunkins, 2013, p. 40). Though core classes are necessary, avant-garde teachers at the school employ teaching models and strategies that employ cooperative group–learning activities, encourages student thinking, and incorporates students’ interests, since the humanities are equally as salient as science, social studies, art, and music. Students work together in all curricular areas, solving problems and showcasing their creativity. Dewey “viewed school as a miniature democratic society in which students learn the skills necessary for democratic living” (p. 39). Students are being prepared to become productive members of society by developing democratic values as they learn to work with others who may differ by race, gender, social class, exceptionality, to mention a

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From studying education, I have noticed how many school districts teach based upon what the students will be tested over. As a future educator, I feel as if a standardized test cannot determine what a student is capable of. The individuals creating the test often don’t realize that many students suffer from test anxiety, in fear of failing the test and what is more fearful is how the school districts pressure the teachers to stress to the students the importance of passing the test. Also, in this chapter Boaler describes assessment for learning as having three components clear communication about what students have learned, a way to help students understand where they are on their journey to mastery and where they still need to improve, and information on ways to get from where students are currently to where they need to be to meet success criteria. This chapter offered several strategies that will help students have a better grasp of where they are in the learning process and that will help them develop and maintain a growth mindset.

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John Dewey Dewey, an educator at heart, wanted schools to be set up to learn by experience. Cooperative learning, group work, hands-on learning was at the root of Dewey's system. Click and drag to move No longer would only the elite (the wealthy) go to school. Now, skills would be taught that would allow the learner to enter the workplace. This revolutionized the purpose of education.

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Sadker & Sadker (2017) believes that, “behind every school and every teacher is a set of related beliefs--a philosophy of education--that influences what and how students are taught. A philosophy of education represents answers to questions about the purpose of schooling, a teacher's role, and what should be taught and by what methods” (Chapter 9). I seek to adopt the progressivism approach. Progressive education rejects traditional education as it is child-centred and not subject-centred (Reedy, 2017). My Philosophy of education requires me to ask myself questions on why do I teach, what do I teach and how do I teach.

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