My Philosophy of Education |
In the words of Aristotle, “Educating the mind, without educating the heart, is no education at all” (Aristotle). This quote broadens the typical definition of education to something beyond academics and standardized assessments. Education is multi-faceted just as those who are participating in it. Effective education is intended to enlighten, inspire, and engage students; I fully believe that this should be done across curriculum as well as on a social-emotional level.
From my personal experience, many people who learn of my passion for teaching, automatically ask me about which subject I most enjoy teaching. Although I do have a favorite and highly value curricular learning as well as academic success; I hold other types of learning at the same level. Social-emotional learning is hugely important when it comes to working closely with young children. I believe that integrating this social-emotional learning into the typical academic curriculum is part of a teacher’s responsibility in helping young children to become self-aware and self-confident.
In the classroom, large chunks of time may be taken to address inappropriate behavior and/or classroom management struggles. According to Edutopia Researcher, Vanessa Vega, “SEL programs create more time for teaching and learning...strengthens students' relationships with their peers, families, and teachers...and encourages academic achievement” (Vega, 2017). One of the most important jobs of a teacher is to create a connection with his/her students. Fostering positive, safe, encouraging relationships with students is a key element to promoting a happy, successful learning environment.
In my own classroom, I want to educate my students on both the appropriate curriculum as well as involve them in social-emotional learning. I believe that building a classroom environment upon respect, openness, and communication can create a world of difference across multiple areas of learning. A classroom is more than standardized learning and academic goals; it is management, it is coping skills, it is building rapport. A classroom is a place where students should feel capable of success in all areas from math and reading to coping and expressing themselves.
Overall, I view education as a complex system rooted in content-based curriculum combined with student-based efforts. I strongly believe that the role of a teacher is to educate students with the tools they will need to be successful in all aspects of life. While math, science, social studies, and literacy are key components of learning; it is my hope that education will become a wider scope. I plan to create a classroom environment that focuses on all types of learning in a positive, open, purposeful manner.
Citation: Vega, Vanessa. “Social and Emotional Learning Research Review.” Edutopia, George Lucas Educational Foundation, 14 June 2017, www.edutopia.org/sel-research-learning-outcomes.
My Inclusion Philosophy
Imagine sitting in a classroom where every tiny noise pulled your attention like a magnet. Imagine sitting in a classroom using all of your efforts to focus on a lesson only to feel yourself not grasping the concept being taught. Now, imagine yourself in a room with less noise, dimmer lights, and a slower paced curriculum. Inclusion is defined by the Oxford Language dictionary as, “the practice or policy of providing equal access to opportunities and resources for people who might otherwise be excluded or marginalized, such as those who have physical or mental disabilities and members of other minority groups” (“Oxford,” n.d.). It is my belief that this definition is a flexible one. I have personally witnessed students sitting in classrooms facing similar situations to those mentioned prior. Although, yes, these students have the ability and the right to participate in a “typical” classroom environment to some extent; it is not necessarily the best choice for them at all times. Total inclusion is not for everybody; however, it is the duty of the school and it’s teachers to ensure that inclusion is individualized to fit the specific needs of each diverse learner.
In order for learners to have “equal access to opportunities and resources” (“Oxford,” n.d.) they may need to participate in a variety of academic and social settings. For example, in order for a child to be successful in reading and writing, a learning support classroom may be the best place for them during that instructional period. This is not to say, though, that this child should not be included in their “regular education” classroom for math, science, and social studies. A child who requires more individualized, specifically tailored instruction would not have the same chance to be successful in learning as his/her peers inside of the typical classroom.
When done properly, inclusion is a beautiful, conceptually flawless idea. It is a common fear that including students with disabilities into the regular classroom might somehow hinder the learning of “typical students.” According to extensive research on the topic of inclusion, “It doesn’t take away from one group to focus on another—quite the opposite. It enhances the ability of non-disabled kids to cooperate, work together, understand and value different perspectives, think critically, and even test well” (Grieco, 2021). Many worry that too much classroom time could be devoted to a child with any sort of disability. Ironically, the true intention of a classroom should be to devote any time necessary to all children to ensure that they are learning and progressing.
Educational platform Reading Rockets promotes that, “An inclusive classroom is a general education classroom where students with and without learning differences learn together…(they) are welcoming and support the diverse academic, social, emotional, and communication needs of all students (“Inclusive classrooms,” 2020). I believe that an inclusion plan must be individualized to properly and effectively benefit any students receiving special education services. It is crucial that adults implementing inclusive practices are prepared to tailor their instruction to fit the needs of all students in the classroom; no matter the ability level. Students with any sort of intellectual/learning disability should be included to the fullest extent appropriate. When this is done these students should be welcomed, accommodated, and supported by teachers and other support staff.
In practice, inclusion can be a challenge for many teachers. In one fully included classroom, there could be any number of students with a range of abilities; all who require differentiated instruction and approaches. It is this exact reason that, in order to be most beneficial to all involved, inclusion must be a team sport. I am a big proponent of collaboration amongst educators at all times. When specifically discussing inclusion, collaboration is a nonnegotiable. Each child who is being included in the regular education classroom to any extent needs a team of supporters behind them. This team can be made up of a wide array of people from classroom teachers, to special education teachers, paraprofessionals, related service providers, and more. I believe that these professionals must always be in communication with one another in order to, to the best of their abilities, create the least restrictive learning environment possible for each individualized student.
College professor George Dei once said, “Inclusion is not bringing people into what already exists; it is making a new space, a better space for everyone” (Dei, 2006). These words embody my views on inclusion. I fully believe that classrooms should be inclusive of all students. That said, I do believe that it is important for us as educators to recognize that inclusion is not shoving all students into a regular education classroom and hoping that they feel welcomed. Inclusion means that we create spaces for everyone to thrive and feel accepted. While we should be integrating students with disabilities into the typical classroom, we must also be offering environments where they can learn at their own pace and with the supports they need to reach their fullest potential.
“When inclusion is done well, everyone in the class benefits” (“Inclusive classrooms,” 2020). There are several methods to achieving appropriate, productive inclusion. I, as an educator, will remain aware of the ever diverse needs of my students. I will consistently review their progress, assess their strengths and weaknesses, and use my own knowledge combined with my colleague’s research and experiences, to determine what is the most appropriately inclusive setting for each of my students. I believe that it is my duty as a teacher to build up an arsenal of strategies for implementing the most effective inclusive practices into my classroom. I will use these ideas to fit my instructional methods to the needs of each of my students. I will also always keep in mind that my classroom, although open and welcoming to all, may not always be the least restrictive setting for a child. Some of the strategies that I want to implement into my inclusive classroom would be to first and foremost, “Know Your Students...Invest time to focus on getting to know your students...The simple gesture of addressing a student by their name demonstrates care and concern” (“Inclusivity,” n.d.).Not only do I want to understand my students and their abilities as much as I can, but I want them to feel that I care, see, and understand them. I want all of my students, both with and without any disabilities, to be reassured daily that I am an advocate for them and I want to support them in any way I can. Another huge part of running my inclusive classroom will be respect. I will, “establish respect for the values of diverse people…(and provide) the opportunity to learn in a way that works for them…” (“Inclusivity,” n.d.). These strategies will be crucial in ensuring that my students, no matter their strengths and weaknesses, are in the most suitable environment for them to succeed in.
All in all, when discussing inclusion, I think that it is important to keep in mind that all students are different and have different needs. Inclusion is a wonderful idea and can be very successful when done correctly. Even so, it is important to assess all children as the individuals that they are and to decide what is the best learning environment for them to be integrated into at each point during the school day. Inclusion is intended to benefit students in need of additional supports and services. I believe that we must recognize inclusion as a flexible process that should be fit to every student.
Resources:
Dei, G.S.N. (2006). Meeting equity fair and square. Keynote address to the Leadership Conference of the Elementary Teachers’ Federation of Ontario, held on September 28, 2006, in Mississauga, Ontario.
Grieco, H. (2021, January 22). Students with disabilities deserve inclusion. it's also the best way to teach (opinion). Retrieved May 04, 2021, from https://www.edweek.org/teaching-learning/opinion-students-with-disabilities-deserve-inclusion-its-also-the-best-way-to-teach/2019/05
Oxford languages and Google - English. (n.d.). Retrieved May 04, 2021, from https://languages.oup.com/google-dictionary-en/
Inclusive classrooms: A primer for teachers. (2020, September 30). Retrieved May 03, 2021, from https://www.readingrockets.org/teaching/inclusive-classrooms
Inclusivity in the classroom. (n.d.). Retrieved May 03, 2021, from https://teach.ufl.edu/resource-library/inclusivity-in-the-classroom/
In order for learners to have “equal access to opportunities and resources” (“Oxford,” n.d.) they may need to participate in a variety of academic and social settings. For example, in order for a child to be successful in reading and writing, a learning support classroom may be the best place for them during that instructional period. This is not to say, though, that this child should not be included in their “regular education” classroom for math, science, and social studies. A child who requires more individualized, specifically tailored instruction would not have the same chance to be successful in learning as his/her peers inside of the typical classroom.
When done properly, inclusion is a beautiful, conceptually flawless idea. It is a common fear that including students with disabilities into the regular classroom might somehow hinder the learning of “typical students.” According to extensive research on the topic of inclusion, “It doesn’t take away from one group to focus on another—quite the opposite. It enhances the ability of non-disabled kids to cooperate, work together, understand and value different perspectives, think critically, and even test well” (Grieco, 2021). Many worry that too much classroom time could be devoted to a child with any sort of disability. Ironically, the true intention of a classroom should be to devote any time necessary to all children to ensure that they are learning and progressing.
Educational platform Reading Rockets promotes that, “An inclusive classroom is a general education classroom where students with and without learning differences learn together…(they) are welcoming and support the diverse academic, social, emotional, and communication needs of all students (“Inclusive classrooms,” 2020). I believe that an inclusion plan must be individualized to properly and effectively benefit any students receiving special education services. It is crucial that adults implementing inclusive practices are prepared to tailor their instruction to fit the needs of all students in the classroom; no matter the ability level. Students with any sort of intellectual/learning disability should be included to the fullest extent appropriate. When this is done these students should be welcomed, accommodated, and supported by teachers and other support staff.
In practice, inclusion can be a challenge for many teachers. In one fully included classroom, there could be any number of students with a range of abilities; all who require differentiated instruction and approaches. It is this exact reason that, in order to be most beneficial to all involved, inclusion must be a team sport. I am a big proponent of collaboration amongst educators at all times. When specifically discussing inclusion, collaboration is a nonnegotiable. Each child who is being included in the regular education classroom to any extent needs a team of supporters behind them. This team can be made up of a wide array of people from classroom teachers, to special education teachers, paraprofessionals, related service providers, and more. I believe that these professionals must always be in communication with one another in order to, to the best of their abilities, create the least restrictive learning environment possible for each individualized student.
College professor George Dei once said, “Inclusion is not bringing people into what already exists; it is making a new space, a better space for everyone” (Dei, 2006). These words embody my views on inclusion. I fully believe that classrooms should be inclusive of all students. That said, I do believe that it is important for us as educators to recognize that inclusion is not shoving all students into a regular education classroom and hoping that they feel welcomed. Inclusion means that we create spaces for everyone to thrive and feel accepted. While we should be integrating students with disabilities into the typical classroom, we must also be offering environments where they can learn at their own pace and with the supports they need to reach their fullest potential.
“When inclusion is done well, everyone in the class benefits” (“Inclusive classrooms,” 2020). There are several methods to achieving appropriate, productive inclusion. I, as an educator, will remain aware of the ever diverse needs of my students. I will consistently review their progress, assess their strengths and weaknesses, and use my own knowledge combined with my colleague’s research and experiences, to determine what is the most appropriately inclusive setting for each of my students. I believe that it is my duty as a teacher to build up an arsenal of strategies for implementing the most effective inclusive practices into my classroom. I will use these ideas to fit my instructional methods to the needs of each of my students. I will also always keep in mind that my classroom, although open and welcoming to all, may not always be the least restrictive setting for a child. Some of the strategies that I want to implement into my inclusive classroom would be to first and foremost, “Know Your Students...Invest time to focus on getting to know your students...The simple gesture of addressing a student by their name demonstrates care and concern” (“Inclusivity,” n.d.).Not only do I want to understand my students and their abilities as much as I can, but I want them to feel that I care, see, and understand them. I want all of my students, both with and without any disabilities, to be reassured daily that I am an advocate for them and I want to support them in any way I can. Another huge part of running my inclusive classroom will be respect. I will, “establish respect for the values of diverse people…(and provide) the opportunity to learn in a way that works for them…” (“Inclusivity,” n.d.). These strategies will be crucial in ensuring that my students, no matter their strengths and weaknesses, are in the most suitable environment for them to succeed in.
All in all, when discussing inclusion, I think that it is important to keep in mind that all students are different and have different needs. Inclusion is a wonderful idea and can be very successful when done correctly. Even so, it is important to assess all children as the individuals that they are and to decide what is the best learning environment for them to be integrated into at each point during the school day. Inclusion is intended to benefit students in need of additional supports and services. I believe that we must recognize inclusion as a flexible process that should be fit to every student.
Resources:
Dei, G.S.N. (2006). Meeting equity fair and square. Keynote address to the Leadership Conference of the Elementary Teachers’ Federation of Ontario, held on September 28, 2006, in Mississauga, Ontario.
Grieco, H. (2021, January 22). Students with disabilities deserve inclusion. it's also the best way to teach (opinion). Retrieved May 04, 2021, from https://www.edweek.org/teaching-learning/opinion-students-with-disabilities-deserve-inclusion-its-also-the-best-way-to-teach/2019/05
Oxford languages and Google - English. (n.d.). Retrieved May 04, 2021, from https://languages.oup.com/google-dictionary-en/
Inclusive classrooms: A primer for teachers. (2020, September 30). Retrieved May 03, 2021, from https://www.readingrockets.org/teaching/inclusive-classrooms
Inclusivity in the classroom. (n.d.). Retrieved May 03, 2021, from https://teach.ufl.edu/resource-library/inclusivity-in-the-classroom/