Philosophy of Education: Why Education Is Important

Abstract

Having an education is the most powerful tool a person can possess. Education gives you financial stability and the freedom to be whoever you dream to be. A teacher can help you fulfill those goals. A student-centered classroom is the first place a child can enter that world of education, where the student can have the freedom of expression and creativity, and a classroom where both the student and the teacher collaborate in learning and exploring. Through compounding experiences and scaffolding knowledge, the student can grow to be a productive member of society. The teacher can rest assured that the students have solid pedagogy and will adequately take their place in the world.



Being a teacher is not just a job; it's a way of life. Education is essential because it provides freedom, equality, and safety. A student-centered classroom offers the opportunity for growth and development. The teacher becomes a facilitator and provides the environment for the student to challenge his creativity. Every student can learn when given a chance. If a student is made a participant in his education, then he becomes an active participant rather than a passive observer. It is more likely that he will not drop out and become involved in school. In this day and age, we cannot afford to close our minds to the ever-changing ways that society and the needs of our students are developing. The traditional classroom may soon be a thing of the past; we must be able to look forward to the future for the sake of our students by providing a classroom open to change and ideas.
Education is essential because it provides independence and financial stability. As a lifelong learner, education will always be part of your life. Having an open mind and allowing yourself to learn new things is a way to expand and grow. Students need education today more than ever because it opens doors for the future and makes them compatible in the job market. Without proper education, a person has limited resources. "Our nation's founders believed strongly that the success of American democracy depended on the competency of its citizens" (Kobler,2007,p.24). Therefore, having an education in society makes you a valuable contributor.

As a teacher, my " role is to encourage and accept student autonomy and create a comfortable atmosphere for student expression, acting as a guide for students" (2018). I believe in student-centered classrooms because when teachers allow students to think for themselves, they are better equipped to face difficulties. I understand that students are "intrinsically motivated. They are driven by their desire to become independent and competent beings in the world. They naturally learn and master new ideas and skills" (Epstein,n.d), according to the Montessori pedagogy. In return, when the student was allowed a chance to help make decisions, had a say in how things work, got to help decide some of the rules, were asked by their teachers what they wanted to learn about, got to help choose how class time was spent (n.d) it is less likely to lose interest in school and get in trouble. As an educator, Adams points out that I am responsible for imparting knowledge to my students, which is naturally the basis of all education. The student then should, in some way, show that he comprehends and can apply that information. In higher grades, the student is then required to analyze that information. Then, the student can formulate questions, evaluate them, and come up with a conclusion (Adams, 2015)

All students can learn when given the opportunity and the right learning experience. "Many students have strengths that are unrecognized and neglected in traditional schooling. Students in underrepresented minority groups have culturally relevant knowledge that teachers can use to promote learning" (Bransford et al., 2000). Some students can be more artfully inclined with those students; as a teacher, I need to be aware of their needs and accommodate their expression as much as possible. It may not always be possible; however, those students can contribute significantly when available. With every learning experience, the student is acquiring knowledge, and as we have learned, "the role of the teacher is not to provide structured cues to facilitate performance, but through exploratory talk and other social mediations assist learners in taking control of their learning" (Shabani et al., 2010)

In conclusion, the traditional classroom may soon be a thing of the past; we must be able to look forward to the future for the sake of our students by providing a classroom open to change and ideas. By helping students with knowledge, comprehension, applying, analyzing, asking questions, and evaluating, we are forming students who can start thinking for themselves. It's essential to give students the freedom to explore and to be independent. I see too many teachers trying to control the classroom and the students, which usually backfires. All my life, all I ever wanted to do was be a teacher. There are times when I did not believe that it could be possible, and I still don't believe it sometimes; however, all I can remember is a promise I made to my illiterate grandmother when I was five. I promised her that I would teach people to read one day, and it took me over forty years to fulfill that promise. So, when I hear a child sound out her first word, as simple as m.a.t., I see excitement in her eyes because she has read for the first time. I know I am that much closer to fulfilling my promise. So, being a teacher is not a job or a paycheck; it has been my way of life.




















References:

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Bransford, B., Cocking, Sternberg, Sax, Blum, Jensen, Sadik, Cochran-Smith, & Bell. (2000). Wisconsin's Guiding Principles for Teaching and Learning [Research summary]. Principle 5: Students Bring Strengths and Experiences. https://dpi.wi.gov/sites/default/files/imce/cal/pdf/principle5.pdf

Epstein, T. S. P. (n.d.). The Montessori Philosophy | Montessori Foundation | MFA | IMC. https://www.montessori.org/the-montessori-philosophy/

Kober, N. (2007). Why we still need public schools: Public education for the common good. Center on Education Policy. http://files.eric.ed.gov/fulltext/ED503799.pdfKeiler LS.

Shabani, K., Khatib, M., & Ebadi, S. (2010). Vygotsky's Zone of Proximal Development: instructional implications and teachers' professional development. www.ccsenet.org/elt English Language Teaching, Vol. 3(No. 4). https://files.eric.ed.gov/fulltext/EJ1081990.pdf

Student Autonomy and Empowerment | DASH | CDC. (n.d.). https://www.cdc.gov/healthyyouth/classroom-management/student_autonomy.htm

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