Following a blog!

I have to say this was one of the most frustrating assignments yet.  Sorry to be a killjoy but I DO NOT get the purpose of blogging.  I finally found a site after looking at more than 20.  It is http://ourjourneythroughsecondgrade.blogspot.com/  I was searching for second grade teacher's blogs since that's what I want to teach.  Was I looking for something I wasn't supposed to find?  Was I expecting too much?  Every site I went to was blurbs on people's ideas of what works.  Most of the sites I visited were blog groups, so I couldn't follow any one person.  I had a hard time finding dates to see if the info was current and I had no way to know if they had any followers because I didn't see any.  So does that mean they don't?  I don't know and I feel so confused. One of the sites had the second grade teacher, teaching how to use smart boards to adults.  I don't get it!!!  Either I missed the point of the assignment or I just really don't get blogging. I didn't find any useful information.  In fact it was useless tidbits that I wouldn't have spent over an hour on the internet trying to find had it not been for this assignment.  I was not able to answer Catron's questions because I found nothing useful.  I googled second grade teaching blogs.  That was my search.  It yielded many sites that I found to be dead-ends.  So can you help me ladies?  I'm either completely lost or I'm okay with knowing blogging isn't something I will pursue.  I feel like I'm missing something here.  HELP!

ooops!

It seems the layout of my paper shifted when I copied it to my blog.  I hope it's readable.

POE 1st draft

PHILOSOPHY OF EDUCATION                                                                                       2

Children are fascinating and I have enjoyed working with them throughout the years.

Throughout college and graduate school I was a private violin instructor and my desire to teach

in the classroom began with these students.  There was a seven year period where I didn’t teach

at all and having my son, four years ago, has rekindled my passion to teach.  He attends

preschool and working with the staff and teachers at his school has been an enriching experience. 

What these teachers do every day is admirable and witnessing their achievements has inspired

me to be as influential in the lives of other children.  I started working with middle school age

children last year with Albuquerque Public Schools (APS).  I worked with a self-contained class

of 6^th, 7^th and 8^th grade, emotionally disturbed (ED) children which proved to be very challenging

and very rewarding.   The main discussed in this paper is my Philosophy of education (POE) and

what shapes it.  I will be discussing the themes in my educational background; my beliefs, values

and experiences as well as what philosophies will guide my practice in becoming the teacher I

want to be.

The most common theme that comes to mind is my parent’s involvement in my

education.  Both had only graduated from high school but my siblings and I were always

encouraged to get the most we could out of life, to never miss an opportunity when it came

knocking at our door and to go to college.   Although I came from a poor family and lived in a

poor town, I achieved success in school and graduated from college because of my parents

encouragement.  My Dad comes to mind more than my Mom when it came to supporting my

educational efforts but that's not saying my Mom wasn't involved.  I remember my Dad teaching

me how to study for Science and Social Studies tests in grade school as these were two of the

subjects I struggled with.  He taught me how to study and he would quiz me the night before my

test.  He was also the person we didn't want to see if we had gotten in trouble at school.  Since

PHILOSOPHY OF EDUCATION                                                                                       3

his work schedule had more flexibility, it was he who would attend most parent teacher

meetings.  He made it very clear that we were to respect our teachers and if we received calls

home for bad behavior there would be some pretty severe consequences.  This taught me to be a

well behaved, respectful student.  Another theme that comes to mind is how my educational

success was directly related to how much effort I put into it.  I know this seems like common

knowledge but I remember being amazed that every time I studied I would get an A and if I

didn't it would be a B or C.  This was only because I didn't have the self-esteem to even see my

potential.  My favorite teacher in the entire world was my Orchestra teacher in middle school,

who later became my private violin instructor, colleague and today, one of my closest friends. 

She was so encouraging and easy to get along with and really knew how to connect with each of

her students.  Her POE was that every child was capable of learning and I don't know if I

would've become a violinist had it not been for her. Every child that studied an instrument with

her learned how to play that instrument.  Her encouragement carried me through middle and high

school and I went on to study violin in college. 

I grew up in a town on Long Island, NY that had a very large population of ethnic,

linguistic and low SES diversity.  When most people hear I came from Long Island they assumed

I came from wealth, as most of LI is extremely wealthy. I always felt uncomfortable when

people found out where I came from and I always felt I owed an explanation because I actually

came from a lower economic family.  I had to grow up very fast, by the age of 7 my brothers and

I were latch key kids.  Although my parents were involved in my education and taught me the

value of being college educated, they were never home because they had to work.  It was up to

me to decide how well I wanted to do in school.  I hardly ever studied, held a B average and

poured myself into the violin.  I always stayed after school to get extra lessons.  I didn't come

PHILOSOPHY OF EDUCATION                                                                                       4

from a privileged family and growing up, I often judged those who had more (money) than we

did. My life growing up was difficult.  I was taught that if I wanted anything I’d have to work

hard to get it.  I was taught very early on that things weren’t going to just be handed to me.  Each

night my family sat down together for dinner.  I think this is what gave me the sense that we had

a family unit because we never had the chance to connect during the day.  I remember my Father

teaching us to appreciate all of the things we had in life.  Especially the small stuff.  That if we

all worked hard, we could have any life we wanted to have for ourselves.  Instead of teaching us

to dislike those who had more, he taught us to appreciate more of what we had. He always taught

us that there were families who had less than us and to be grateful for everything we did have.  It

wasn't until my 20's that I could understand what he was teaching me.  But once I moved out on

my own, I understood.  

The main idea of my Philosophy of Education is that every child, no matter their cultural,

linguistic or Socioeconomic background, is entitled to an equal educational opportunity in the

public school system.  I certainly don't base my philosophy on Charles W. Eliot's idea of EEO

and social efficiency, but that every child whether they're attending Rio Grande HS receives the

same educational opportunity as a student attending La Cueva HS.  I like the idea of working

with children from low SES backgrounds because I believe they deserve as much of a chance as

a student from an upper economic class background.  The group of middle school I taught this

past year came mostly from single parent, low economic families.  They were a tough bunch of

kids and it certainly put into perspective the fact that I had it pretty bad as a kid, but not nearly as

bad as a lot of other children.  These children struggled to have their basic survival needs met. 

They were labeled (ED) so the system already had a bias in place surrounding them.  On a

regular basis I witnessed administration and staff not seeing these kids as credible because of the

PHILOSOPHY OF EDUCATION                                                                                       5

classroom they were put in.  In a sense, the system had already given up on them. I witnessed

that the teacher already had.  I felt I could relate to these children because they too had

dysfunctional home life.  I could never sympathize but I could empathize with them and I

wanted to create a safe, trusting environment for them at school.  For most of them, that's the

only place they had in their lives that provided them with a sense of safety and security and I

remembered needing that when I was in middle school.  I remembered the nurturing my violin

teacher gave me.  Her classroom was my safety zone after school.  I wanted to foster that

environment in my classroom as well.   I don’t know if I will be teaching an (ED) class next year

but I will be teaching special ed.  I have a special place in my heart for children with special

needs.

             I’ve learned a lot about what it means to be a teacher through being a Mom.  I want the

best possible education for my son and I’m sure most other Moms feel that way about their

children.  Whenever I look at a student I think, this is someone’s child.  How would I want my

child to be treated?  Should a child be treated better based on the color of their skin or how much

money their family has?  Should a child be treated better because they have parents who are

more involved than others?  Should a child be treated better or worse depending on the teachers

personal view of that child?  It saddens me that there are so many children who are prejudiced

against because of these factors and in my core I know this is wrong.  Every child, no matter

what, deserves an EEO.  No matter what!  I have had experiences where I was in the classroom

being forced to handle behavior management more than effective teaching practice.  Where I lost

my patience, where I could’ve been more sensitive to a child’s needs.  The list goes on.  I’m

human and I’ve made mistakes and it’s unrealistic to think these things will never happen.  But at

the end of the rough days well as the good days, I’ve gone home and done critically reflective

PHILOSOPHY OF EDUCATION                                                                                       6

practice to see where I went wrong and what I could’ve done better next time.  There were times

when I apologized to a student for losing my patience and asked them how the situation could’ve

been handled better the next time.  I allowed them to help me find a reasonable solution in

certain circumstances to aid them in feeling like they were part of the solution; make them feel

like they had a choice.  Respect is one of my core values.  I believe students have value and

importance and they deserve to be heard.  I believe if I model respectful behavior, they will also

be respectful.  I’m sure I will get some children who will have a hard time showing respect, but

if I plant the seed of what it looks like, I’m hopeful that it will eventually be transferred. 

            I’ve been thinking about my core values and how that will look in my class.  A couple

more of my core values that come to mind are parental involvement and integrity. I firmly

believe that as an educator I can foster success in my classroom but I will not be as successful at

doing so if I don't have parental support.  One of the things I value most is parental involvement. 

Had it not been for my parents’ support, I highly doubt I would’ve made it to college and

graduate school.  I've been thinking of ways to involve parents and some of that looks like

creating an environment at the school where they feel welcomed.  So how am I going to foster a

welcoming environment for parents whose ethnicity and culture differs from modern day

society’s?  How will I bridge the gap between parents and the school?  For one thing, I believe it

is essential to have parents feel like they are part of the school community.  In doing so I can

respect and recognize the family’s culture and beliefs e.g. saying hello and good-bye in their

native language.  I’ve learned how important it is to have consistent, casual contact with them. 

This could be done over the phone or when the parent drops their child off at school.  I realize

from experience that it’s helpful to contact the parent when their child has good behavior as well,

that way it’s not always a ‘bad news’ call home.  In providing communication with parents in

PHILOSOPHY OF EDUCATION                                                                                       7

many forms I can provide interpreters to provide a welcoming environment when they arrive to

my classroom.  I believe if I keep the lines of communication open it will, hopefully, foster a link 

between the parents and the school. 

             I will uphold my integrity by making the rules of the class very clear, treating all of

my students equally and not allowing for my personal beliefs to shadow my interactions with

parents, school personnel or students.  I will accomplish this through regular critical self-

reflective practice.

            The main role, I would say, that education should play in our society is to evolve as a

society and culture.  Generally speaking, the more educated a society the more a society benefits.

Education helps us to build a better community.  Because we have built upon the knowledge of

people before us we have advanced in almost all areas of knowledge and that is because our

society as a whole continues to educate themselves.  There are thousands of neighborhoods in the

United States, almost every American town or city has one, where graduation rates have

declined, poverty is abundant and the crime rate is high.  I don't believe that every person who

has been uneducated is going to become a criminal, nor do I believe that educated people are

exempt from a life of crime.  What I am saying is that the majority of well educated people do

not end up in a life of crime and poverty.  So, I believe the main role of education is to advance

as a society and better ourselves and build upon the previous generations' knowledge.  You can

see how my beliefs align with the societal function of education and my values line up pretty

closely to that as well.  I am one of the first in my family to have received a college education.  I

valued education because it was instilled in me at a very early age that I could grow up to be

anything I wanted to be as long as I received a college education.  I believed my parents when

they told me this and so far they haven't been wrong.  Every career path I've taken since

PHILOSOPHY OF EDUCATION                                                                                       8

receiving my BFA has been possible because I had a college degree. Since I value education, I

saw it play a vital role in my life, I believe it is also vital for the foundation we lay for future

generations.  The role of the schools would be to give each child a well-rounded education where

they can think for themselves and to not have just have learned material to pass a standardized

test.  I've talked a lot about the societal aspect of education and now I'd like to discuss the

individual aspects.  My role as a teacher in this system will be to teach to the highest standard

so that each child can and will have the right and opportunity to achieve their dreams, goals and

aspirations.  The role of the student will be to become effective learners.  That is, being able to

think critically and take the knowledge received in the classroom and be able to apply it to ‘real

life’ situations.  For example, not just being able to perform math skills such as adding,

subtracting, multiplication, etc. but to be able to balance a checkbook and keep a ledger.

My philosophy incorporates students from all cultures because I believe every child is

capable of learning as long as it is done in a nurturing and loving environment.  My experience

last year showed a teacher who was basically training the student’s for the working class,

teaching them to follow directions without any questions.  It very much resembled Jean Anyon’s

‘working-class’ school structure. My philosophy believes in teaching children to think critically. 

To take the information they learn in school and apply it to social progress, lining very closely to

John Dewey’s beliefs about education and constructivist theory.  Dewey believed, schools would

respond to social problems by equipping students to become adults who could solve social

problems for themselves (Tozer, Senese, and Violas, 2009, p. 153).

            Every child deserves an EEO no matter their cognitive abilities and it is my job to make

sure that happens for all children.  An equal educational opportunity, to me, means that each

child is receiving the same, well-rounded education and each child, upon graduation, will be

PHILOSOPHY OF EDUCATION                                                                                       9

equipped and able to decide if they want to go to work or on to higher education.  I believe it is

each child's right to have an equal education.  My goal is to give each of my students a well

rounded education where they can think critically.  By well-rounded I mean well versed in all

topics such as, math, science, social sciences, art, music, language arts and anything else that can

be offered to them.  I want my students to be able to think for themselves.  I don't want them to

learn by rote or to learn because I gave them the correct answers.  I'm going to encourage them to

participate in small class discussions, I will teach to their needs.  I may have a group of kids who

are tactile learners and set up a project that will teach to their style, whereas another group may

need more of a legislative approach to a project, thought or idea.  There are many types of styles

of learning and I know I will not be able to meet each child's style every minute of every day, but

through reflective practice I will be able to coordinate different projects, goals or activities that

touch on the different styles over the course of a term or a school year. I don't yet know the

details of these activities, but I'm leaning in the direction of making learning fun and interesting.  

My goal is to get my students excited about learning.  The children I worked with this year were

never given the opportunity to think critically. Every day, every lesson was read to them and they

were told to do the work at the end of the chapters.  If they needed help, nothing was EVER

explained to them and the answer would be provided.  I mention my experience because it taught

me a lot of what doesn't line up with my approach and philosophy of teaching.  It was sad

because there were times I would be left to teach the class and I would ask them questions to get

them thinking and I actually had a student say "Miss, Mister doesn't ask us these questions and

we don't want to think about them.  Just read the chapter and give us the answers."  The children

who had been in that class for 2 and 3 years refused to learn.  So I can justify my goals and

methods by seeing another approach that I feel, doesn't work.  What I always appreciated and

PHILOSOPHY OF EDUCATION                                                                                       10

found fun about learning was when my teachers encouraged classroom participation.         

       In teaching children from different socioeconomic, multicultural backgrounds I believe that

every child is capable of learning.  I have a couple of ideas of what style to approach if I have

children who are at different academic levels.   I may divide the coursework until I have them all

at the same level.  I may give the advanced kids more difficult material while I am working with

the less advanced children.  That would keep everyone engaged while I bring the less advanced

children to a higher academic level.  Another approach I may take is to have class projects split

into different groups where the advanced and less advanced are working with each other.  I often

find peer based learning to be effective for students, especially those at different cognitive levels. 

            This is my philosophy of education as it stands today.  In a nutshell, giving all children an

equal educational opportunity and teaching my students so they can apply what they learn in the

classroom to other facets of  life.  I know my philosophy will change as time goes on.  My 

knowledge of what it means to be a teacher will change as my perceptions shift with what it

means to teach.  

PHILOSOPHY OF EDUCATION                                                                                       11

                                                            References

Tozer, S. E., Senese, G., & Violas, P. C. (2009).  School and Society.  Historical and

Contemporary Perspectives (6^th ed.).  New York, NY:  McGraw-Hill,