Philosophy of Educational Leadership
Philosophy of Educational Leadership

Philosophy of Educational Leadership

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  • Pages: 2 (966 words)
  • Published: November 5, 2021
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Introduction

According to Ball (2013), each child is a unique individual who needs a caring, secure, and motivating atmosphere to enable them grow and mature intellectually, socially, physically, and also emotionally. It is my core aim to help students realize their fullest potential in learning by providing an environment that encourages risk-taking and stimulates sharing of ideas and also a safe environment. I believe there are three elements conducive for establishing such environment; the instructor acting as a guide, enhancing respect for all things and people, giving child curiosity to direct his or her learning.

When the teacher’s duty is to offer guidance, providing access to the necessary information rather than acting as the primary source, the student need for knowledge is met as they research to find answers to their questions Brown (1971). To construct knowledge, the student needs the opportunity to discover for themselves and learn to practice skills and experience in authentic situations. Ensuring student’s access hand on activities and allowing enough time and space to use materials that promote the lesson being studied provides an opportunity for personal discovery and construction knowledge to occur. As a teacher, I have a vision of a world where people learn to accept, respect and enhance the differences between us, as the objective of what makes life so fascinating.

Educating young minds is a role that needs not to be taken lightly. It is full of frust

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ration, challenges, and responsibilities. However, it is a duty full of wonder, joy, and excitement. In fact all students are capable of learning and discovering new ideas, after proper direction and motivation from their teachers. According to Borg & Gall (1984), a teacher needs to be aware of motivation, behavior, learning, and development theories so as to relate to children and push them to realize their goals. The classroom must be arranged according to the task undertaken or the subject that is being taught; this enables smooth learning and conducive environment Blake et al. 2008. As a teacher I am obligated to make sure that students are provided with the balanced diet to avoid malnutrition, this disorder destructs the normal learning since the students spend much of their time in the hospital. For efficiency, students in boarding school need to be provided with proper shelter and beddings to avoid discomfort.

Equally, self-discovery provides the opportunity to study contents that are meaningful and important to one’s life and interests. Improving a curriculum within the student’s interests promotes intrinsic motivation and enhances the urge to learn. One way to take learning in the direction corresponding to interests of the students is by allowing students dialogue about the lessons and units of study. Given a chance for input, students come up with ideas and set goals that make for many important activities than one could have made or imagined. When students are given the opportunity to own curriculum, they are motivated to work hard and notice the skills required to reach they goals. According to Kohli (2013).Every classroom portrays a unique environment for the learner that varies not only in abilities but als

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in learning styles. My main duty as a teacher is to equip students with the necessary tools with which to cultivate their gardens of knowledge.
Enabling students to establish deep love and respect for themselves, others, and their environment happens in an open sharing of ideas and the good approach to discipline. When each student is given an opportunity to be heard, and environment evolves, then students feel free to express themselves Richardson & Simmons (1994). The class meeting is one way to encourage and maintain such dialogue. Students have greater respect for their teachers, peers, and the lessons presented when they feel the sense of being safe and sure of what is expected of them. In placing consistent and fair rules and stating the Significant of every activity, students feel respected for their presence and time. In return, they respect themselves, environments, and others.

Teaching provides the platform for learning and growth. Teachers need to instill the love of learning in their students, as they share their passion for learning with them. Always there is a need for strong and dedicated individuals who are happy about working with children Kohli(2013).In the society, it is important for learners to not only acquire solid education but to work with the person who is aware of and sensitive to their needs. A teacher should be aware of his or her student’s social, psychological, and physical growth as well as their cognitive growth.

In conclusion, teaching is a lifelong learning process that involves learning of new strategies and philosophies: learning from parents, community, colleagues, and also from the children. Children have helped me to open my minds and heart to the innocence, and the diversity of great ideas in the world. I will make sure I offer the relevant curriculum that fits the interests of students and makes learning significant to life. Also, I will incorporate themes, projects, group work, integrated units, individual work, and togetherness in learning to make children active learners. Due to this, I will always remember to smile with the new, cherish the old, and also laugh with the children.

References

  1. Ball, S. J. (Ed.). (2013). Foucault and education: Disciplines and knowledge. Routledge.
  2. Brown, G. I. (1971). Human Teaching for Human Learning. An Introduction to Confluent Education.
  3. Borg, W. R., & Gall, M. D. (1984). Educational research: An introduction.
  4. Blake, N., Smeyers, P., Smith, R. D., & Standish, P. (Eds.). (2008). The Blackwell guide to the philosophy of education. John Wiley & Sons.
  5. Kohli, W. (2013). Critical conversations in philosophy of education. Routledge.
  6. Richardson, L., & Simmons, P. (1994). Self-Q research method and analysis, teacher pedagogical philosophy interview: Theoretical background and samples of data. Athens, GA: Department of Science Education, University of Georgia.
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