Introduction
The paper examines the three main philosophies within the framework of my ongoing teaching system. First, the three philosophies: Social Value, Academic Scholar, and Learner Oriented, will be examined and briefed regarding the pertinence of the teaching framework that I am located in now. The ideologies will be combined afterward to formulate a personal curriculum philosophy, using the chief objectives of the curriculum. Afterward, an examination of the philosophy will happen within my teaching structure’s perspective and applied to the framework with two concrete objectives and takeaways applicable for practical utilization.
Teaching Scenery
Education is a required tool that enables one to acquire the necessary skills and values to survive in culturally diverse nations. The education curriculum has undergone various processes throughout the centuries, all aiming to attain the ultimate goal of the education program (Parikh et al. 2020). The educational background through which interpretation of the curriculum philosophies will occur is inside a fourth-grade class of thirty learners. The school is found in Beverly Hills, New York, and the classroom is next to the administration block. Inside the classroom, learners sit around a table in cohorts of four to five learners, and the curriculum applied here is the Core Knowledge Language Arts and My Mathematics curriculum. The school has an overall title program that qualifies all learners to acquire free lunch. Learners in my classroom have the urge to learn and tend to please by responding to questions. The students have formulated a strong sense of what it signifies in school, and they are skilled at executing these behaviors. However, we still have those from traumatized backgrounds, and the school has placed programs to help such learners.
The Three Curriculum Philosophies
Academic Scholar Philosophy
The philosophy emphasizes the communication of awareness about specific academic chastisements. An educator under this philosophy is aware that education aims to provide information on their academic area (Harb & Taha 2020). This curriculum philosophy is entirely academic and centers on knowledge, mostly observed in predominant universities. Knowledge here refers to the specific abilities and background information on a particular subject centered on the academics and the abilities and data they would like to converse with others. Individuals, who strongly believe in this curriculum, focus mainly on a specific discipline rather than the social requirements or personalities of the teaching individuals. My context fails to lend itself properly to this philosophy since my students mostly rely on stories and profound connections when learning. The philosophy is the most difficult to implement in my academic setting, as it requires one to place the discipline above the emotional and social requirements of learners. Moreover, the learners’ culture usually emerges before the syllabus, as it is a way that helps to foster deeper engagements and more connections.
Social Value Philosophy
The philosophy centers on the society that the learner and the educator participate in, a place where they have the chance to interact with one another. This philosophy aims to educate learners to operate as productive and mature adherents of the community, and this occurs by concentrating on behavioral goals. The highlighted objectives should be specific, assessable, and noticeable, as the philosophy centers on certain deeds more than the content (Tahirsylaj 2018). The curriculum philosophy applies to my teaching setting, whereby I train, and the learners that I serve are the ones that I see within the emphasis of the school supervisors and the school’s objective. Through the execution of discipline programs, the school focuses heavily on learners’ behaviors both inside the classroom and in a social setup.
Learner Oriented
Learner Oriented philosophy is prevalent in specific private schools and high-income earning regions. The design revolves around a person, their requirements, and their strengths instead of their content knowledge and position in the community (Sakata et al. 2021). The ideology majors on building school and the directives around personal learners in it; hence, within the context, the learners’ requirements and interests rather than that of the administration formulate the school platform. The philosophy is appropriate in many ways in my current teaching settings; however, it is not applied in our school setting. When learners have fulfilled interests and requirements that are correctly accounted for, they tend to be deeply involved in their studies throughout. However, with the curriculum mandates and obligations snapping into reality, the learners’ learning is permanently disconnected from their interests and requirements.
Individual Curriculum Philosophy
The personal philosophy that I will strive to execute in my class will consist of the Social Value, Learner Oriented, and Academic Scholar philosophies. The union of these three philosophies will develop a classroom where learning is genuine and linked to the lives, beliefs, and upbringing of all learners and a classroom where all requirements are met and accounted for. My beliefs on this curriculum are centered on the foundations and liberty on what is occurring in the world while also approving technology and the influence it has on the curriculum.
Drive of Education
Within my curriculum philosophy, the drive for education will be to address the requirements of every learner by taking into account the values, upbringing, and interests of all learners. The drive for education will tailor the education and instructions to fit where a learner is at properly and the area they want to be in always. Education aims to train learners to become unbiased, informed intellectuals who can subsidize society and the community (Thinstrup 2018). The objective will appear different for each learner depending on their life situation at that moment. A good example is when we will have the aspects of items performed in class that train them on performing roles that they will require to function correctly in the community. Attaining training on how to function as a community member, learners are taught why those are acceptable behaviors in line with questioning what the community sees as desirable behaviors and the social setting behind them.
Instructional Methods
In the mandate to reach out to all learners and assess their needs and interests, educators have to be partially entertainers, instructors, and counselors. We have several instructional methods; educators can use cohort lessons, videotapes, notecards, charts, drawings, or even PowerPoint presentations, depending on the age gap. Although various methods depend on physical and online learning, one of my favorite methods is the Jeopardy game for my class. Shand & Farrelly (2017) highlights that playing jeopardy before an exam increases test scores for learners. The methods operate best in a smaller classroom like my setting since educators can know all learners personally. My classroom setting will incorporate technology used to enable my learners to access old and new data.
Curriculum Content and Organization
The combined curriculum philosophies will help train learners on how to grasp the facts and concepts and examine the newly taught notions. While general standards focus on bringing learners into the technology era, the curriculum should help students build their abilities and learning methods and identify their strengths and flaws (Deng 2018). The content should be created to enable the learners to reason on what they are learning and form links on the acquired notions. Curriculum organization ought to be relevant for the undertaken course, and this can be reputable through coming up with objectives and academic requirements in creating a class syllabus.
Appropriate Assessments
The utilization of assessments in a class setting usually determines whether the learners are improving or whether the educators provide the correct instructions for learners. In my class, learners have one week to finish their exams, mostly done physically to avoid mischief. However, sometimes during the holidays, I provide online exams under strict instructions to see their progress and the parts they have forgotten. Helping learners attain a comprehensive knowledge of subjects, alongside covering what is taught in the assessment, helps build their confidence while maintaining a proper balance.
Teachers, Institutions, and student Roles
In a proper learning setting, every person should partake in a learner’s education. Involved parents, learners, educators, and administrators focused on assisting learners to gain from learning results into a positive outcome (Jacob & Corey 2017). The role of a learner in this curriculum is to dictate their education, acquire skills on how to regulate their conduct, and cater to their needs as well as those of society. Students have a responsibility to know themselves and the community they live in. The teachers’ part here is to ensure that all the learners’ necessities and interests are attended to and ensure that they understand what is being taught. The institution systematically transmits knowledge, abilities, and beliefs within an official organized configuration.
Conclusion
The future of education has a solid capacity to enhance the academic triumph of learners. As each period of a new curriculum contributes to new education methods, education thrives when all these methods are correctly implemented and adhered to. The hope and faith here are that the modern curriculum structure caters to all learners, what they are taught, and the manner in which they acquire instructions. Additionally, to provide a guide that leads to a better community, one that every learner will have the pride to partake in without any setbacks at all.
References
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