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Section 3.1: Philosophy of Education 2.3.14: Develop A Personal Philosophy of Education

The author outlines their personal philosophy of education which is that every student deserves an equal education regardless of differences. They believe it is important to appeal to students' multiple intelligences and differentiate instruction to engage all learners. Their goal is to create a comfortable classroom environment where students can learn both the curriculum and life skills, and take their learning outside the classroom. The author plans to attend Ohio State University to become an inclusive teacher who teaches curriculum and life skills.

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Section 3.1: Philosophy of Education 2.3.14: Develop A Personal Philosophy of Education

The author outlines their personal philosophy of education which is that every student deserves an equal education regardless of differences. They believe it is important to appeal to students' multiple intelligences and differentiate instruction to engage all learners. Their goal is to create a comfortable classroom environment where students can learn both the curriculum and life skills, and take their learning outside the classroom. The author plans to attend Ohio State University to become an inclusive teacher who teaches curriculum and life skills.

Uploaded by

api-481729375
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Section 3.

1: Philosophy of Education
2.3.14: Develop a personal philosophy of education.

My philosophy of education is that every student, regardless of differences, deserves to

receive an equal education. The opportunity to receive a good education should not be blocked

by things like socioeconomic status, race, gender, disability, or anything else.

As a teacher, it is not just my job to teach the curriculum, but also to get my students

motivated and ready to learn. To ensure that all of the students in my classroom are engaged and

involved in their learning, I will appeal to the eight different intelligences established in Howard

Gardner’s theory of multiple intelligences. Not all students learn best in the same way, and I will

not treat them as if they do by differentiating the curriculum. That is why I will make it my

priority to appeal to Gardner’s theory (3.1.1) (3.1.2).

In my classroom, I will strive to make an environment where my students are

comfortable enough to be themselves and to ask questions. I will go past the required curriculum

when I teach. I will teach my students accountability, respect, punctuality, collaboration,

problem-solving, and more. Learning will not be bound to the curriculum I am required to teach,

and what they learn should not be bound to the walls of my classroom either. My students will

learn things in my class that they will take with them outside of school and into their adult lives.

My goal is to attend Ohio State University after I graduate high school next year and

major in Integrated Language Arts Education (3.1.3). Upon graduating from college, I am

confident that I will have obtained the skills necessary to set up my classroom in such a way that

I will be able to fulfill my goals of being an inclusive teacher who teaches the curriculum well

and also teaches her students life skills.


As my time in the Teacher Academy program comes to a close, I have never been more

confident that I want to be a teacher. Not only has my experience in my placement classrooms

affirmed this, but I have taken several personality tests as well that have given me results that

affirm that also. These tests include the 16 personalities test, Enneagram test, Meyers-Briggs test,

and the Multiple Intelligence test. I have created a graphic to show my results from a few of

those tests and the attributes they pointed out in my personality that are compatible with teaching

(3.1.4).

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