Where does an educator's philosophy come from? 10/15/08

Where does the philosophy of an educator originate? Is it a matter of opinion? Facts gathered through research? Experience gained by teaching and being with children? Beliefs in perspectives or practices of a current educational guru? Data collection that has driven changes in thoughts, opinions, and ideas? Administration-lead introduction of new concepts or ways of thinking? Peer pressure? Community perspectives?

Where exactly does an educator's philosophy originate?

In my new role as a professional development coordinator, I have found each one of these facets as various 'philosophies' of educators. As I listen, learn through workshops and conversations, and read and research, I have observed that every educator has a different idea, thought, opinion, or philosophy about teaching. I have pondered how all of these philosophies have evolved, and what paths each educator has taken to conclude what they have to this point in their professional career.

I have discovered that some educators currently believe what they believed as far back as when they first became a teacher. Their belief systems have not changed with the times. They may have encountered profound higher education experiences that were embedded in their early career as an educator, and were difficult to let go of. In their eyes, their practices continue to be highly functioning, and these educators often use these practices with all students, each and every year, even when the practices may not meet the individual needs of students. I have discovered that some educators do not have a philosophy at all. They are unable to pinpoint their direction, interests in education, or share their desire to "Make Their Mark" with kids. I have also found that there are others who are reinventing themselves, their classrooms, their philosophies with each new year, with each new set of students that they encounter.

As I look at these three unique scenarios, I am somewhat saddened. Not all of them are child-driven. Two of them are almost 'me' driven. In the first scenario, best practices taught in higher education grounded instructional foundations through the years, rather than children centering their own instruction. This philosophy, in my opinion, is disaster waiting to happen in the lives of children. I base this opinion on my presence in classrooms, as well as my past as a student. It is hard for me to admit, but I had more teachers than not who fell into this category throughout my childhood years, and my higher education years. I honestly did not flourish as much as I believe I could have under this scenario.

In the second scenario, with the educators who don't have a professional philosophy, I become instantly discouraged for their students. How will a child learn, grow, or reach his or her full potential when the assigned teacher does not have a foundation for learning, teaching, developing themselves as professionals, and nurturing their students as individuals? This scenario seems the most 'me' centered. Maybe these educators don't need a philosophy? Or perhaps they believe that they function at a higher level than others because they don't have a philosophy to be accountable to?

In the third scenario, those educators who strive to continuously improve, tend to have an innate need--a passion--to learn, grow, and change with the needs of their students. These are the educators that I see "Making Their Mark" on a daily basis. They believe all children can learn, and they often re-teach things again and again until a child has learned and internalized a skill or new concept. These are the educators who go home at night, assess their students' work from the day and make sound instructional decisions based on individual student needs. If a child has failed, or hasn't learned a new concept, these educators look within themselves to see where they need to improve the following day to change a failure into a success. These educators look for celebrations--the smallest steps in improvement, and they accentuate these strengths to help students discover their full potential. At the same time, they forfeit their role as a 'teacher', and become a facilitator in their classrooms, enabling kids to make instructional decisions that meet their individual needs as learners. These educators are the forces that drive change in the world of education. They take risks. They ask questions. They demand answers--answers that are child-centered, not ‘me’ driven. They want more-for themselves, but most importantly, they desire more for their students. At all costs, these educators journey on, even when paths become mucky, or they reach a dead end. Their foundational philosophy is the map in the journey of achieving the unthinkable, and igniting that same level of achievement and passion in every child he or she may encounter.

So I guess I have to ask...what is YOUR philosophy, and where did it come from? Which scenario is the path you are currently taking? Where is it that you want to go from here?