Jessica Marter

Professor Boerio
PSY 301
May 3, 2020
Philosophy of Education Journal

I believe that learning is a complex process that is a shared experience between a teacher

and student. It is a process that deals with the social, emotional, as well as psychological aspects

of the child. As a teacher knowing and understanding all these aspects is important in being the

best educator I can be. I want to be able to teach the whole child and encourage learning in

everything I do as an educator. One way I can do this is through understanding theories of how

my students develop and learn. The way that I will set up my classroom, manage my classroom,

and serve the diverse students in my classroom will all impact what kind of teacher I will be. To

be a good teacher I need to know my content, communicate this to my students, master my

teaching skills, and be intentional in how I teach. One of the important components of being an

intentional teacher is being reflective about what I believe and recognize how my beliefs shape

the way that I teach.

Developmental Theories

The development theories I have learned about covered topics of cognitive, social, moral,

and emotional development. Piaget’s theory of cognitive development focuses on stages and

learning through action. This is a constructivist theory with the idea that learning comes from

assimilating new information for the mind to return to equilibrium. I agree with Piaget’s theory,

however I think that the stages are not always as fixed as he states. This view of fixed stages

when followed strictly can neglect gifted children. Development, from my own experience,
happens at different paces for different people and is not always fixed by age. However, knowing

the general stages of development that the typical child goes through can really help me as a

teacher to know what level my students are typically at so that I can teach them on their level. In

accordance with this theory I think that it is important to assess during teaching to really see how

much students are understanding and use these results to inform my instruction.

Vygotsky’s theory of cognitive development focuses on a continuous process where a

child must be taught within their zone of proximal development (ZPD) and learn socially. This is

also a constructivist theory and emphasizes scaffolding information. I also agree with

Vygotsky’s theory especially on his ideas about how a child learns. I believe that students need

to have information to build upon in order to learn and one way to do this is through building up

prior knowledge before a lesson so that a student can learn within their ZPD. I think that students

need information to be built up through scaffolding and that learning with others is important.

One way to incorporate cooperative learning is through small groups activities and mixed ability

grouping within my classroom. Learning about both cognitive theories has helped me to

understand how a child thinks and takes in information. My understanding of development more

closely follows with Vygostky’s theory, but I think that a combination of the two theories is

necessary for understanding the whole child.

Erikson’s stages of social development focus on what crises an individual goes through

during their life. I think that these stages helped me better understand what children are

experiencing at different ages. Most elementary age students are in the Industry vs. Inferiority

stage and are learning the importance of learning together. Again, working in groups can help

students at this stage. Once again, I disagree with fixed stages connected to specific ages, but I

see the value in having a general understanding of development in reference to age.

more along the lines of Kolhberg’s theory and his levels based upon what motivates an action

rather than the action itself. I think that this theory is so important regarding behavior

management because not only do we want students to behave but we want them to behave for the

right reasons. I can help my students accomplish this through my example and through guiding

students through each stage from external reinforcement to internal reinforcement. I can do this

by first giving students a prize for being good, then giving them praise for doing good, and

ultimately teaching them that doing good is its own reward.

Erikson and Piaget’s stages of development as well as Marcia’s four identity statuses

have helped me better understand the emotional development of children. Emotions are just as

much a part of the child as their cognitive development; however, they are often neglected in

schools. As a teacher I want to be aware of my students’ emotional development and teach in

such a way that corresponds to the stages they are in and be a support for them in every crisis.

Learning Theories

Learning theories are based upon theories of development, with a focus specifically on

cognitive development. Learning about the information-processing theory has helped me to

understand how memory works and the effect that this has on my teaching. In order for students

to retain information they must practice it and repeat it so that it will go from short term memory

into long term. In the classroom I need to give my students lots of opportunities to practice what

they are learning and repeat information. A simple way to do this would be allowing students to

turn and explain to each other what they have just learned after new content is introduced. The
dual code theory states that the mind retains more when information is both verbal and visual. I

can help my students to remember information by using images and models to show along with

telling. I can also make things more memorable for students through strategies such as

mnemonics or active learning in the form of dramas or actions to remember key concepts. I want

my students to make learning their own, to do this I will give them opportunities not only to

watch and listen but also to create and share about what they are learning. I don’t want leaning to

be rote for my students with the focus being on memorization of facts for tests that are quickly

forgotten after. Rather, I want my students to participate in meaningful learning that builds on

schema and has a known purpose. Teaching my students good study habits such as

metacognitive strategies and skills like note taking will also help my students to become better

learners.

Classroom Set-up/Environment

The classroom environment has an important impact on the way students learn. Spaces

are organized in a way that communicates their use. An auditorium is set up differently from a

cafeteria because they serve different purposes. I believe that the classroom should be set up in a

way that communicates the purpose of learning. I believe that learning is a shared responsibility

between the teacher and students and thus the space in the classroom should be a shared space.

My classroom would not be set up with all desks in lines facing the teacher, because this

communicates that the teacher is the center of learning. I think students should be taught to work

together to collaborate and learn in a community. This would be communicated by putting desks

together to encourage group work and enabling me as the teacher to walk between groups and

facilitate learning. I think that the classroom should be clearly organized and have specific

designated areas for materials, technology, and whole group and small group instruction.
Students will be taught at the beginning of the year how to behave in each specific area and what

the expectations will be. As a teacher I will encourage my students to always keep their areas

clean by first keeping my own area organized and second by teaching them organizing strategies.

I want the environment of my classroom to be a safe and inviting place for all students to learn.

The decorations on the walls will be relevant to what we are learning and reflect the diversity of

my students. First and foremost, I want my classroom to be a positive and respectful space where

students feel valued and are given the space they need to learn.

Teaching an Effective Lesson

My future instruction as a teacher will be a balance between different teaching methods. I

will incorporate and use each of the four components of the QAIT model, quality of instruction,

appropriate levels of instruction, incentive, and time. I can ensure my instruction is quality by

using researched-based methods such as the components of Direct Instruction. In my lessons I

will begin by giving students the learning objective to build incentive and prepare students for

what they are about to learn. Then I will build up background knowledge and scaffold student’s

learning upon what they already know. I will present new information in a clear, organized, and

interesting way to students and differentiate instruction to make the lesson at the appropriate

level for each student. To maintain attention, I will use multiple tools such as technology and

methods from whole brain teaching to keeps students actively engaged in learning. I will give my

students time to practice what they have learned both in cooperative learning groups,

discussions, and independent practice. I will use progress monitoring assessments and

opportunities to respond throughout my lesson to determine how much my students have grasped

and a final assessment to determine if the learning goals were met. I also want to use student

centered teaching in my classroom. While some aspects of direct instruction are not in line with
student centered learning, they are both constructivist approaches. I think that a combination of

the best parts of each will result in the best kind of instruction. I will use the organization and

steps from direct instruction in combination with the student-centered approach to cooperative

learning and student’s active participation in the instruction. One way that I can help students to

take responsibility of their own learning is through activities such as reciprocal teaching where

students will learn and teach each other new material taking the focus off the me as the teacher

and enable students to make learning their own.

Discipline and Classroom Management

Behavior, just like any subject in school, must be taught. I believe that classroom

management is a tool by which I can efficiently use time in my classroom while also teaching

my students how to behave for the right reasons. Skinner’s operant conditioning shows how

consequences can be used to help teach behavior. I would use this knowledge in my instruction

by determining the function of my student’s behavior and using reinforcements and punishments

to help decrease the target behavior and increase other positive behaviors. One way to do this is

through praise. When students act out for attention, I will praise them when they behave well to

give them the positive attention that they are seeking. Increasing praise in my classroom will

help keep the environment positive while also using the consequences of good actions to reduce

bad actions.

Keeping the classroom positive is what Positive Behavior Intervention and Supports

(PBIS) is all about. I think that this school wide program is an excellent way to teach behavior in

a consistent and encouraging way. When the whole school comes together and works to form

good relationships with the students and tries to prevent problem behaviors, the whole school

benefits. Whether my future school will use PBIS or not I want to use many of its principles
within my classroom. My classroom management and discipline will seek to be preventive rather

than reactive of behaviors. A visitor to my classroom would never see me yelling at my students,

rather they would see respect in all ways that I interact with them. To help me understand student

behaviors I will collect data and use this to help me provide interventions for students. I will

always seek to understand why a student is acting a certain way and use this information to

inform how I will reinforce or punish the behavior. Regarding behavioral management I will

constantly use data to evaluate what is working and what is not, revising methods as needed.

Another important aspect of behavior management is motivation. Students must be

motivated to learn and behave. The more motivated they are the less they will cause problem

behaviors. Behavioral learning theory states motivation comes from receiving reinforcement and

avoiding punishment. Maslow’s hierarchy states that motivation comes from the demand to fulfil

needs. Attribution theory states that motivation comes from how you explain your success and

failures. Self-regulation theory states that motivation comes from setting goals and feedback.

Expectancy theory states motivation comes from how the probability of success and the value of

that success. I think all these theories can work together to inform my instruction. To help

motivate my students I will use reinforcement and punishment to help teach behavior and make

sure that my students basic needs are met. I will also teach my students with equity and positive

expectations, teaching them that they are capable of success and that they have a shared

responsibility for learning. By setting goals and hard work I will help my students to understand

that they can succeed, and this success is important for them to grow and succeed in the future. I

want to avoid teaching my students learned helplessness at all costs and instead teach them to

have a growth mindset so that they will be able to learn even from failure.

Supporting the Instructional Needs of Diverse Learners

needs. The first thing I would do to support students with disabilities in my classroom would be

to always treat them with respect and use person first language. When using person first

language I will teach my students that they are a person first and that a disability does not define

them. Not only will I use person first language, but I will encourage all my students to do the

same. Whether I teach at a Tier 1, 2, or 3 level I think it is important for me to have extensive

knowledge of all different disabilities and strategies to help with each. This knowledge along

with understanding the special education process and services will help me to identify and aid

students in getting the assistance that they need. Even if I am teaching in a general education

classroom with only one student with a disability, I want to be as knowledgeable as I can in order

to teach that student as best I can. I think that inclusion is important for students with

exceptionalities, but the individual needs of the student must always be considered first when

deciding whether inclusion is the right placement. Some students will learn best with intensive

individual interventions while others learn better in a general classroom with other students who

do not have disabilities. Knowing my students will be key in helping determine where they will

learn best. Interventions for these students need to be individualized with achievable goals.

When planning my lessons, I will always consider the needs of my students and plan ahead for

how every student will be able to participate in learning. Using technology in my classroom, peer

tutoring, and lesson accommodations are all ways that I can serve my students in this way. Most

of all, I believe that all students should feel respected and accepted in the classroom and that

their individual needs must come first in their education.

These principles also apply with students from diverse backgrounds. I believe students of

all cultures, religions, races, ethnicities, genders, and socioeconomic backgrounds have a right
not only to be respected but also to see part of themselves in their education. One way I would do

this is through using authentic multicultural literature in my instruction in order to make learning

relevant to students. I will also aim to always have high expectations for my students and avoid

forming stereotypes about students. I also think that communication and collaboration with

students’ parents will help me to better help include the students’ culture into their time at

school. I want my classroom to be a safe place of learning for all students where they feel

respected and where differences are acknowledged and celebrated.

Conclusion

I want to be a teacher who teaches the whole child, but in order to do that I must

understand the theories of development and learning and all the different methods that are used

in teaching. Using these theories and methods to inform my instruction will enable me to teach

my students to the best of my abilities. I still have so much to learn about how students learn, but

I know that as I teach, I will continue to learn and reflect on my teaching philosophy. If I work to

provide quality instruction for my students that is supported by developmental and learning

theories in a positive and organized learning environment with research based methods and

interventions and respect for all students, I believe that I can be an intentional teacher for all my

future students.