Philosophy of Education Inventory

It wasn't a surprise to me that my philosophy turned out to be Social Reconstructionism; considering the fact that I have a bachelor's in Sociology. I owe much thanks to my professors in the Sociology department for the many papers and essays that I had to write by analyzing my thoughts and feelings on social issues; in return helping me find my take on many topics.

So many factors and influences in society are responsible for helping to sharpe who we are and what we become in life. My five year old is not the same child she was on the first day of school in August 2008. The changes within her are due to influences by the teacher, peers, other authority figures at school, her peers in dance class, peers at church, and many of the influences that she sees on television. The other children in her class never have and never will come in contact with some of the same influences that my daughter has. The ones who do come in contact with some of the same influences are not going to be influenced in the same way. For example, my favorite professor at UNCP is Dr. James Robinson in the Sociology department. I love that man. I learned so much in his class. A lot of what I learned was by studying myself and teaching myself. I am my best teacher. When I am able to figure things out on my own, lecture myself, and apply it to my life; I have truly gained knowledge of that subject. Math is an easy subject for me; many people hate it. It makes sense to me and there is only one correct answer to every math problem. I can't teach it to others, because I haven't met anyone who is able to learn it the way that I do. I have shortcuts and methods that just work in my brain that don't in others. We are not all wired the same way. There is no way that you can expect for a classroom full of totally different people with different histories, ethical backgrounds, religious beliefs, styles, tastes, likes, dislikes, hobbies, interests, family structures, and so many other differences to learn in the same way. We as teachers have got to become creative in our teaching methods. We can't act like Dr. Ayers said and stand before our students and treat them like "empty vessels" expecting to be able to pour the information into them. We have got to come down on the same level as our students often and truly get to know them. It is important to "pick their brains" to see how they are wired.

I foresee my classroom as being a place where students come and feel free to express themselves in a positive way. I hope that students will feel comfortable in allowing me get to know their hopes and dreams. I hope they will comfortable in sharing with me the obstacles that they find a hindrance in their success in education. I hope that I will have the courage and wisdom to assist students in overcoming those obstacles. When students leave my classroom at the end of the year, I hope that they will leave motivated and determined to achieve their goals in life. I think that if this is done; it'll probably be contagious and hopefully other students will see their motivation and seek the same. I hope that by motivating my students; they will have a desire to go out into the world and stand up for their beliefs. I intend on reassuring my students that their opinions, beliefs, and aspirations are heard and matter greatly in my classroom; as well as in the world.

The two inventories are both have questions related to economical and social issues. They both address diversities. Both inventories question the importance of teachng responsiblity, cooperation, and creative thinking.

Throughout elementary, middle, and high school I never once had a teacher who tried to get to know me. I was treated as an "empty vessel" for 13 years. It wasn't until I entered college at UNCP that I ever had a teacher interested in what I had to say. I agree with everything Dr. Ayers said. He wasn't wrong in any of comments. Many teachers have for a long time treated teaching as if it is just a job that you do. True teaching is a miraculous, priceless gift given to a student who may become more than they ever would have had it not been for that extra thirty minutes that a teacher spent proving to that student that the ability to learn existed within them. To deprive a student from their right to be heard is an awful thing to have to live with.