Personal Philosophy of Education

"Education is not the filling of a pail but the lighting of a fire." - William Butler Yeats

Educational experts across the country agree that overall student basic skills test scores are lagging in comparison to other leading countries; if this trend continues to decrease, the children will suffer the most consequences in all political, economic, and societal aspects. This reality, and the potential lack of prospects for a better future, pushes me to provide effective, appealing educational experiences in which students grow and develop into life-long learners. My curriculum must be rooted in my students' background knowledge such as cultural heritage, family values, and interests to mold students to become an active voice and contributor in their local community and world. Such fostering of an appreciation for knowledge will spread among today's population, thus turning the world into a better place for all.

Growing up in the public school setting, the traditional instruction consisted primarily of rote teaching methods; my teachers were filling my brain with valuable knowledge, but the process of synthesizing and applying new information was a complete mystery to me. I could not function well as a critical and independent thinker throughout my higher education; I struggled with developing questions and utilizing textbook information to answer real life problems. I quickly learned that knowledge has infinite potential and power to improve an individual, community, and world, but if I cannot critically analyze, assess, and manipulate information, then the power of knowledge dissipates into thin air. Educators must go beyond rote learning methods and engage learners to develop their higher level thinking and problem solving skills.

Reflecting upon my educational experiences, I feel that my curriculum is rooted in the beliefs of John Dewey. Dewey, the father of progressive education, supported a learning environment comprised of inquiry learning; teachers must investigate the students' background knowledge (family, local community, talents, cultural heritage, etc.) in order to construct a challenging and engaging atmosphere in which the students' natural curiosity is aroused by real world scenarios and connections. Such an environment will help individuals synthesize their knowledge and skills to assemble practical resolutions. In order to bring such principles and strategies to life, much collaborative effort among the guardians, students, administrators, community members, and me must take place. Our insight and resources help paint a better picture of my diverse audience and how to best serve and teach them. Another key element of maximum student growth is differentiated instruction; the diversity of the general student population is exponentially rising and I need to respond with a constructive and flexible curriculum that aligns with students from all levels.

My teaching experience has only cemented that fact children are treasure chests full of intelligence and other valuables that will lead to who knows what. It is my dream to help my students unlock and identify those hidden strengths and learn how to channel such energy, skills, and knowledge in a positive manner. To achieve this, I must break past the overwhelming attitude of complacency towards schooling by implementing inquiry learning and differentiated instruction constructed and supported by a wide range of community members. This will awaken the drive to learn and build an appreciation for education. This curriculum can overcome the growing trend of lagging test scores and will push America to much higher standards and assist all individuals reach their full potential.

Learn more about this author, Aekyung Choi.
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