Philosophy of Education

Isabella Bentancur

ED 101: Intro to Professional Practices in Education

Statement of Philosophy of Education

Pieces of literature are often drafted through the five plot line elements: exposition, rising action, climax, falling action, and resolution. These elements are all incorporated into a literary work in the same order, but at different points in the piece. Literature is not clinical. It develops and adjusts; as does learning. Education is a never-ending process, meant to shape the individual and their interests. Often, learning becomes too much of what must be done and not enough of what should be done.

Public education has become a slave to standardizations and curricula, and while these are important to use as guidelines, they are not all that education should be. Learning is meant to leave students craving more knowledge; to know more; to find the secrets of the universe. Education systems should cater to this deep desire. I vow to be one of the educators in the schooling system that gives students the tools to explore the depths of their minds and find what they like, and what they want.

I aspire to have a classroom where differentiation is prevalent and benefits the diverse types of learners, whether it be visual, auditory, kinesthetic, or verbal. Through activities such as carousels, group discussions, exit tickets, and videos, I will foster critical thinking and reasoning, with the intensity and delivery depending on the grade level I find myself teaching. I will plant seeds in my students and water them with great care so that they grow to become great blossoming trees. A difficult question crafted to turn the wheels in a student’s mind⸺  an angel in disguise.

Students come first in my classroom and are always welcome, despite any of their educational barriers and past negative experiences. My instruction will adjust to their needs, and overall, what they require. Not only this, but my praises for a job well done and patience towards a child that is learning— never shaming them for incomprehension, will slowly change a student’s perspective on themself as a learner. This emphasis on individuality will encourage my pupils to be agents of their own learning, where they feel comfortable enough to ask questions and expand their knowledge; all in an attempt of creating a safe, student-centered learning experience. 

Certain pre-existing philosophies have not necessarily altered my views on what type of learning environment I’d like— essentialism being too strict, behaviorism being too focused on molding a student. My philosophy is a mix of existentialism, progressivism, and my own thoughts on learning. These resonate with me because they emphasize the teacher as a facilitator and a model while the students are the center of our mini-universe (the classroom). In comparison, other philosophies focus on other forces, such as the teacher or society, coming first.

 The students of today will soon have to look back at the defining moments in their life, not so far into the future as they may think. They will imagine their future and ask themselves what has shaped them in the “rising action” of their life. As an educator, it is in the fine print of our job descriptions to give students the opportunity to understand their interests and follow what it is that makes them happy. I hope that one day my students can look back at their years in school and remember the teacher that I was. Not my name, not my face, but the teacher that showed them that they like science, or English, or math.

Becoming an educator is about letting students find their passion. It gives students the foundation for life, so they can become citizens that have an impact on society and can change the world. We as teachers mold the citizens of tomorrow. The way society plays out is a direct impact on how these students are taught because the reality is: we promote these students’ development processes.

To create the best students, you must be the best teacher, and this is something I will work to adjust just as education does. Just as my students do.

Isabella Bentancur