Educational Philosophy
Almost ten years ago, when I was asked to put my educational philosophy in ink, I penned a bullet list of wishful ideals, detached from the realities of urban life. Today, ten years later, and having gone through the kiln of career education, I have sculpted those ideals to model research based and pragmatic targets. The philosophy of education that I have nurtured over the last ten years is rooted in the definitive findings of the empirical data that researchers have so painstakingly gathered encompassing almost every aspect of teaching and learning domains. I trust the science of cause and effect, rather than sheer gut feelings when it comes to student achievement. With insightful and objective analyses of such data, we can pin down the raison d'être for failures and successes in our schools. Once these reasons are authenticated, only then can we move on to designing an instructional plan that is built on the foundations of pedagogical knowledge of the learning processes involved.
My instructional philosophy is based on Vygotskyean social constructivist approach, in which students learn from real life interactions with each other and with other people. I have advocated and instituted adequate modifications in this approach to suit the needs of 21st century learners. These modifications include the use of technological advancements to teach the skills necessary to become engaged and active learners. Accordingly, my educational philosophy lays emphasis on teaching skills rather than the content, to enthuse an intrinsic motivation for self-learning. The students in my purview are afforded scaffolded differentiated instruction based upon individual assessments, and are given equitable (not equal) attention, in order for each and every one of them to demonstrate equal (not equitable) learning. My personal philosophy in teaching and learning prohibits me from restricting instruction to the templates of standardized tests. Just like in real life, where every faculty of human potential is tested, my students must groom protean personalities. They must be able to utilize multiple forms of intelligence as posited by Professor Howard Gardener. This philosophical approach in education squarely puts the onus of student learning on the quality of teaching. A teacher, just like his students, is to be a lifelong learner. State-mandated qualifications and certifications do not suffice the needs of 21st century teaching. A teacher is an action researcher and a reflective learner, who not only keeps himself abreast of the latest trends in education, but also keeps judging himself against the higher order benchmarks.
Equally significant to the role of a teacher, is the role of the school leadership in the advancement of student achievement. An effective school leader is the one who is well versed, not only in the matters administrative, but also instructional. An effective administrator is the one who could inspire, through his or her own modeling, not only the staff under his or her purview, but also the community that the school is located in. He or she has the persuasion skills, par excellence, in order to bring everybody on board on matters of significance. An effective leader, just like the teachers in the school, keeps pace with the trends in educational research, and ensures the quality of instruction through professional development. An effective leader is a role model in the community and keeps all the stakeholders engaged. He or she is compassionate, yet assertive. He can predict issues and has the uncanny ability to analyze the underlying causes and is able to act proactively and decidedly. An effective school leader, if erred, admits the mistakes and corrects them swiftly.
All these qualities hinge upon personal interpretation of professional ethics. My personal code of ethics as a parent guides my conduct as an educator. Just as I want the best for my own children, I should want the same for my students. Just as I know of my own hardships, I should be cognizant of the hardships endured by my students and their parents. Life can throw unpredictable challenges before us at any time; I must always be ready to go the extra mile, that extra one hour, which might make a difference in my student’s life. It’s an honor and a privilege to teach someone else’s child. I should be able to keep this honor in the highest regard by ensuring that every student in my purview is not only successful in his or her career, but is also an effective contributor to the society.