Personal Philosophy of Education Essay

Teaching is more often than not a mixer activity it begins with companionable interactions mingled with instructors, students and their peers through conversation and demonstration. The schooling received in these neighborly interactions is wherefore processed cognitively in their working memory and hope sufficienty stored in their long term memory. This larn process has two main stages the social stage and the cognitive stage which then can be worried down into some other stages. Given that that social interaction and intelligence ar in my opinion the most fundamental parts of instruction I have gained much interest in Vygotskys sociocultural theory.The true direction of the victimization of thinking is not from the individual to the social but from the social to the individual, (Vygotsky, 1986, p. 36). This idea argues that the social relationship between the instructor and learner is crucial in their cognitive development and that the development learned by the s tudent is not simply passed down from the teacher but it is constructed internally through mutual social interactions. The enormousness of social interaction means that as a teacher I essential use every opportunity I can to allow students to be involved socially piece of music shapeing their noesis.This will involve supply lessons which involve c atomic number 18fully guided class discussions. This allows students to express their views while the teacher can guide their thinking and correct them if needed. I believe learners mostly process tonic information by comparing it to previously stored information. In many cases the teacher may need to show the student how it is tie in to the new information by comparing it to what the student previously learnt. It is the teachers job to bridge the gap between known and undiscovered and I believe this is best described using Vygotskys govern of proximal development.Vygotsky (1986) argues that it is the teachers job to assist the s tudent to realize on their previous knowledge rather than just provide them with new information, turning them into passive recipients. Allowing students to process information critically with some charge leads to better understanding and allows students to regulate their own learning. In companionship for this to be effective the teacher must be aware of the different qualification levels of the students as if the information is placed outside of their proximal development regularise they will be that memorising information without truly understanding its meaning.In my classroom I would aim to have knowledge of all my students abilities so that I may pose questions within their zone of proximal development which will then deepen their understanding of the topic. There are many simple ways of doing this such(prenominal) as liberal analogies that compare pieces of information in a way that they understand or by giving them hints about the correct method to solve the problem. E ducation is a stool more complex than having knowledge of relevant theories.This is due to the huge motley among students who may have different ethnicity, socio economic status and moral values. These are all external factors which are mostly out of the teachers control and while it is important to consider these differences I believe motivation is the key to allowing students to rush the most out of their education. Current views conceptualise motivation as a dynamic and complex phenomenon comprising many cognitive, affective and social processes that instigate, direct and consume action (Pintrich & Schunk, 2002).Given that motivation is sustaining the students interest in their learning it is up to the teacher to keep them cause. A cognitive feeler to motivation is achievement motivation which allows students to arrive at on their successes by prompt them to be successful in the future. This can only be achieved if the knowledge is within the students ability which once a gain reinforces to me the importance of being aware of my students abilities and using their zone of proximal development to its full advantage.Having the ability to motivate and understand students differences are traits which I believe are essential for a successful teacher but in order to possess these abilities the teacher must first be able to build a quality relationship with the students. When there are high levels of denseness and low levels of conflict and dependency, students are more likely to be motivated to succeed, to feel successful in educational pursuits and, consequently, to perform better than students without such supports (Koomen, Zee, Van der Veen 2013).The research shows that positive student teacher relationships not only improve academic achievement but allow students to work more singly. As a teacher I will strive to build these quality relationships in which I can allow students to work independently with some guidance. This will allow more freedom in th eir learning and will ultimately motivate them towards better academic achievement.