Active Minds for Active Learning: My Philosophy of Education

Learning is not the product of teaching. It is the product of the activity of learners.
- John Holt

Holts idea of active learners rings true for me, however, what constitutes activity
must be defined. Students need to be engaged in what they are learning and activity
without engagement should be avoided. Making education meaningful is key, and once
education is meaningful lifelong learners will form.

Students need to have a good understanding not only of the facts, but also how
school subjects apply to the world. The link between school and life is essential to encourage
a deeper understanding of education and must be applied in every topic. To do this
students will engage in problem based learning and group projects. Project based learning
and applied learning are the best ways for students to learn. These methods are what
allows students to make the connections with the world outside the classroom. With the
time constraints in a school system engaging the students in activities is one of the most
effective ways to do this. These activities can be done individually or in small groups with
the instructions given both orally and in writing. With many classroom activities there is
not a lot of time for students to take traditional notes, therefore giving them a chance to
write and synthesise their learning in journals at the end of class is vital. I will give 5-10
minutes at the end of every class for the students to write what they have learned in class
that day. Whole class presentations and group discussions will also allow every student to
be confident in their own learning and see how it can apply to different aspects of their
lives as well as other courses. This will give them a sense of accomplishment and allow the
students to realize how a good education will impact their lives.

Encouraging the students to respect and understand the differences between them
and their classmates not only will give them more experience and understanding for
entering into Canadian society, but also will teach them about perspectives. Learning
different perspectives is key to all learning. This respect will be taught with an open and
well planned classroom. Ensuring that students with different backgrounds work together
and having smooth transitions, even when topics are more challenging, will foster respect
and an inclusive environment. Often when difficult topics arise people become closed into
themselves. Having smooth transitions can help alleviate this, producing a more
comfortable and respective atmosphere. This can also be helped with the inclusion of
parents in the learning community. Parents or guardians play a vital role in the education
of a child and they need to be able to contact the teacher with any questions. Its also vital
for the child for parents to support learning at home. Parents or guardians can also come
into a class, or send things in, that would show the diversity in the classroom.

Teaching students to understand these differences can be a huge challenge for many
teachers, but to do so effectively requires a safe learning community where everyone feels
valued. To create this safe environment I will not to ask anyone to specifically share what
makes them different, but to encourage the sharing of perspectives and difficulties in a
natural manner. Whole class discussions and small group discussions of heterogeneous
people in many different groups is one of the best ways to achieve this. While not everything
can be learned simply through discussion it is a good way to summarize or introduce a topic
and ensure understanding. Ensuring the classroom is well laid out with clear procedures
for both movement and how to have a discussion also helps to create a safe learning
environment.

Assessments should be mainly formative, but the opportunity for self-assessment

should also be very present in the classroom. Formative assessment comes in the form of
class participation, teacher observation, plus exit tickets. Learning journals can be used as
formative assessments or as self-assessments. Self-assessment should be done in a
purposeful manner, where the student is given time to reflect on how well they met the
outcomes, as well as how they met outcomes using metacognitive skills, and how they
worked with others. Effective summative assessments will almost always be cross-
curricular. These could be projects or assignments done individually or as a group, but the
important part of summative assessments would be the application of a wide variety of
what was learned. The students also need to know what is required of them and what
knowledge they will be expected to demonstrate for the assessment.

I believe I will create students who understand themselves and their heritage, but
also are a responsible member of the community. I will encourage students to be open to
new experiences and able to express their opinions about them. I will teach students to
recognize the difference between opinion and fact. My love for diversity and exploration of
different cultural backgrounds will encourage the creation of a safe learning environment in
which all students feel comfortable participating. By fostering active learning, students will
grow into engaged citizens and active members of their communities in addition to valuing
education.