Children are amazing.  They are filled with such hope, wonder, and faith that we as adults lose during the hurried race to adulthood.  They possess and innocence that cannot be described in any other way except as beautiful.  A child will follow a caterpillar without the least bit of worry, not caring where it is going or how long it will take to get there.  Among our childhood days, small tests of faith come forth and sadly we begin to lose that blind faith in “Santa Claus” and other such mystical wonders of a child’s world.

Just as any other adult, I too have lost faith in some of those childhood mysteries which some label “naïve.”  My philosophy of education and life has also changed in many ways over the course of my college education.  Change, however, is not necessarily a negative concept.  In my case, the change in my philosophy represents my journey from a “naïve” child to an aware educator of children.  I have studied various theories and philosophies of education but I have not found only one that captures my true feelings about the value of the childhood experience.  Therefore, I have taken an eclectic perspective, pulling ideas from multiple sources related to education and children.
 
Students are the main focus of education.  Not only do I wish to expand their knowledge of the world but I want my students to grow holistically, becoming a citizen aware of the world.  I have always believed that the purpose of education is to provide children with experiences that open their minds to other perspectives so that “ignorance” and the injustices that accompany them vanish (both physical and metaphorical).  This can be accomplished through the use of integrated lessons reflecting the diverse world we live in without dividing lines between mathematics and science.

To truly care for the whole child, physical needs must be addressed first.  This relates to Maslow’s Hierarchy of Needs, which I have witnessed in public schools.  Children cannot fully focus on addition when their stomachs are growling from hunger.  Often, this means that the teacher, like myself has to go the extra mile and give another dollar to provide children with the physical things that they need to gain a meaningful education.  The purpose of teaching is not for untold earthly riches, but for the small rewards that children can so beautifully give – a hug, a smile, an “I understand!”
 
Each and every child is different.  Learning styles account for much of the variety in the instruction that I will give to my class on a daily basis.  Children also are on very different ability levels.  Standardized tests can only capture a snapshot of what a child knows, and sometimes the tests reveal “below average” results.  I feel that students should not be compared to one another, but to themselves.  However, these tests do set standards for the public education system and provide most students with attainable goals.  Each child is a special learner and deserves the right to an education.  It is my duty as a professional to serve these students to the best of my ability.  Teachers must put aside prejudices and bias and TEACH.  They should view their class as twenty-five eager, thirsty minds.  However, teachers must also remember that behind each sponge-like brain is a great big, vulnerable heart that yearns for attention and thrives on praise and encouragement.

In my classroom, I would like to establish a “community of learners” where students feel comfortable sharing their ideas and learning from each other.  Students can reason out concepts if they are given the proper structure from the teacher.  I am fond of grouping students into “pods” where they share materials and are able to discuss their ideas.  This requires a high level of independence on behalf of the children and might not work for every class of students.  I want my classroom to spark students’ interest and learning process.  By teaching children the things they want to learn and sneaking in the things they need to learn, students will be more motivated and excited about school and education.  I would like to have many resources available for students to use if they do not know the answer or know how to solve a problem.  Teaching students to think and reason for themselves is one of the main goals of my teaching career.
 
I believe that a classroom needs quite a bit of structure so things can run smoothly.  One small disruption can waste several minutes of instructional time because students have to be refocused on the task at hand.  Establishing procedures at the beginning of the school year can eliminate or avoid many behavior problems.  Discipline is not necessarily the punishment for an improper behavior, but displaying the restraint to conduct oneself properly, especially in a learning environment.  This kind of discipline will follow children throughout their lives.  It prepares children for a life beyond high school but allows them to enjoy the precious moments of their childhood.