Credo
Abstract
As a teacher, specifically an art teacher, I hope to help my students by
introducing them to something that interests and inspires them, and then to help
them develop that interest. My goal
is to connect my students with their own creativity, to develop their talents,
and to show them some of the endless possibilities the world of art holds.
My goal differs somewhat from the goals a teacher of another subject
might have. Instead of trying to
teach a child specific information or giving him specific knowledge, my main
goal is to provide a wide base of various media and techniques from which the
child can find his own specific interests.
This goal represents my personal teaching philosophy, which fits most
closely with the teaching philosophies of existentialism, progressivism, and
social reconstruction. All three
teaching philosophies that I identify with have one important thing in common:
they all support the idea that a student should learn to think and
develop individually.
My Educational Credo
Over the years, there have been many different careers I have aspired to
pursue, everything from a ballerina to a veterinarian, astronaut to surgeon,
architect to geneticist. It is only
recently that I have discovered my desire to teach, but now that I have I can
look back through my life and it seems obvious that this would be my path.
I have always done well in school, and because of that I have often been
in a position to help my friends or fellow students understand something.
In those situations I would always do my best to find a new way to
explain the concept, a different way of looking at it that the teacher had not
provided. I looked at helping my
friends as solving a puzzle, and I always loved when the pieces finally fell
into place for them. I remember
sitting in class as a child imagining how I would explain the lesson if I were
teaching it. Although I have not
known for long that I want to be a teacher, this career shares a common thread
with all the rest of the careers I have considered (at least, all the ones after
the age of six): a desire to help
people, either by helping the people directly or through benefitting society.
As a teacher, specifically an art teacher, I hope to help my students by
introducing them to something that interests and inspires them, and then to help
them develop that interest. My goal
is to connect my students with their own creativity, to develop their talents,
and to show them some of the endless possibilities the world of art holds.
As an art teacher, my goal differs somewhat from the goals a teacher of
another subject might have. Instead
of trying to teach a child specific information or giving him specific
knowledge, my main goal is to provide a wide base of various media and
techniques from which the child can find his own specific interests.
This goal represents my personal teaching philosophy, which fits most
closely with the teaching philosophies of existentialism, progressivism, and
social reconstruction. As
existentialism suggests, I believe that the most important consideration of a
teacher when planning lessons is that teaching should "start with the student,
rather than... curriculum content" (Cohen, 1999, existentialism section, para.
3). A teacher should aim to help his
students answer the question "Who am I and what should I do?" (Cohen, 1999,
existentialism section, para. 2).
After providing lessons based on the student, I believe the teacher should allow
the students to learn on their own, based on their own experiences and
interests. This progressivist
approach lends itself particularly well to the subject of art.
In this subject it is essential that students take the techniques
presented to them and interpret and use them in their own ways.
The student must then evaluate how the technique worked for him and
adjust it to his own needs and preferences.
Creativity and individual thinking, essential to a student of progressive
education, are also inseparable from the arts.
All three teaching philosophies that I identify with have one important
thing in common: they all support
the idea that a student should learn to think and develop individually.
This belief cuts the role of a teacher from a position of absolute
authority down to more of a guide, a "facilitator... who guides student inquiry"
(Parkay and Stanford, 2007, p. 116).
With the teacher playing a smaller role in the classroom, students must become
more independent thinkers, but independent does not equal isolated.
I believe cooperation with other students, working in small groups,
sharing ideas and discoveries are essential to successful learning.
In this kind of environment, students can learn from each other, as well
as better understanding their own knowledge and beliefs.
As a student, I have always found that explaining something to others is
the best way to truly learn it yourself.
Without having a good grasp of the idea, it is impossible to teach it to
someone else. Aside from the
educational benefits, learning how to cooperate and interact in a group
environment is practically essential to success later in life, which as a
progressivist and reconstructionist educator is one of my major goals for my
students.
According to Parkay and Stanford, the staples of humanistic psychology
are "personal freedom, choice, awareness, and personal responsibility" (2007, p.
89). Just like progressivist
philosophy, humanistic psychology is a very appropriate approach to have in an
art classroom. In order to do well
in art, students must have an interest in their work.
The best way to cultivate this interest is to allow for that personal
freedom and responsibility central to humanism.
If a student is allowed to choose his own area of focus or his own
project, he is much more likely to be interested in its success and completion,
and he is much more likely to take responsibility for that completion.
Although it has taken a great deal of trial and error to get to this
point, I have found what I "should do," and that is to become an art teacher.
I believe the role of a teacher is to guide students to personal growth
and learning, and that learning will take place most successfully in an
environment where the student is the focus, and he is allowed to work
cooperatively with others and discover things for himself.
My goal as a teacher is to ignite the student's interest and prompt him
to his own discoveries, and to provide the environment and knowledge for that
student to achieve what wants to achieve.
These goals and beliefs are supported by a mix of existentialism,
progressivism, and social reconstruction, as well as by a humanistic
psychological outlook.
References
Parkay, F. W., & Stanford, B.H. (2007).
Becoming a Teacher (7th ed.).
Boston: Pearson Education,
Inc.
(n.d.). Progressive Education- Philosophical Foundations, Pedagogical Progressivism, Administrative Progressivism, Life-Adjustment Progressivism. Retrieved
March 22, 2008,
from
http://education.stateuniversity.com/pages/2336/progressive-education.html
Cohen, L. (1999). Section III- Philosophical Perspectives in Education. Retrieved March 22, 2008, from http://oregonstate.edu/instruct/ed416/pp2.html