'Personal Philosophy of Education Essay\r'

'Teaching is in general a br separately activity; it begins with social interactions in the midst of teachers, students and their peers through conversation and demonstration. The selective info received in these social interactions is and then(prenominal) offshooted cognitively in their running(a) memory and hopefully stored in their languish term memory. This study process has cardinal main stages the social stage and the cognitive stage which then can be broken d witness into legion(predicate) other stages. Given that that social interaction and experience argon in my opinion the close fundamental parts of learning I get down gained much interest in Vygotsky’s sociocultural theory.\r\nThe true teaching of the growth of sentiment is not from the singular to the social moreover from the social to the single(a)’, (Vygotsky, 1986, p. 36). This idea argues that the social relationship between the teacher and learner is crucial in their cognitive deve lopment and that the development in condition(p) by the student is not app bently passed down from the teacher but it is constructed internally through mutual social interactions. The grandeur of social interaction means that as a teacher I moldiness use every opportunity I can to al humbled students to be baffling socially spell numbering their knowledge.\r\nThis leave behind involve planning lessons which involve conservatively guided class discussions. This furnishs students to express their views while the teacher can guide their thinking and correct them if needed. I believe learners by and large process new selective information by comparing it to earlierly stored information. In some cases the teacher may need to make the student how it is related to the new information by comparing it to what the student previously learnt. It is the teacher’s job to bridge piddle the gap between known and enigmatical and I believe this is best set forth using Vygotsk y’s partition off of proximal development.\r\nVygotsky (1986) argues that it is the teacher’s job to assist the student to build on their previous knowledge rather than just yield them with new information, turning them into passive recipients. Allowing students to process information critically with some pleader leads to go bad visiting and allows students to regulate their own learning. In order for this to be stiff the teacher moldiness be witting of the various faculty levels of the students as if the information is placed eruptside of their proximal development zone they allow for be except memorising information without truly understanding its meaning.\r\nIn 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 as giving analogies that compare pieces o f information in a way that they understand or by giving them hints rough the correct method to solve the problem. instruction is a lot more mazy than having knowledge of relevant theories.\r\nThis is due to the wide diversity among students who may have different ethnicity, socio economic status and moral values. These are all external factors which are broadly out of the teachers control and while it is consequential to consider these differences I believe penury is the key to allowing students to get the most out of their education. Current views conceptualise need as a dynamic and complex phenomenon comprising many cognitive, affective and social processes that instigate, direct and exert action (Pintrich & Schunk, 2002).\r\nGiven that pauperism is sustaining the student’s interest in their learning it is up to the teacher to maintain them motivated. A cognitive approach to motivation is achievement motivation which allows students to build on their success es by motivating them to be victorious in the future. This can moreover be achieved if the knowledge is within the student’s ability which once again reinforces to me the grandeur of being aware of my students’ abilities and using their zone of proximal development to its full advantage.\r\nHaving the ability to motivate and understand students differences are traits which I believe are essential for a roaring teacher but in order to possess these abilities the teacher must first be able to build a quality relationship with the students. When thither are high levels of closeness and low levels of conflict and dependency, students are more probably to be motivated to succeed, to feel successful in educational pursuits and, consequently, to perform die than students without such supports (Koomen, Zee, Van der Veen 2013).\r\nThe research shows that haughty student teacher relationships not only improve academic achievement but allow students to work more independen tly. 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 their learning and will ultimately motivate them towards better academic achievement.\r\n'