Previous Experience
Most of my “big picture” informed positions about education stem from my inner-city public-schooled upbringing. I have been exposed to and am informed on both outstanding and unsatisfactory educations in Chicago. Working with disadvantaged youth in the summer at day camps and tutoring opened my eyes to the reality of the extremes some children are forced into based on their socioeconomic status. Parkay et al. (2018) describe this as schools reproducing the society of the neighborhood’s socioeconomic status (p. 118). Students from lower-income neighborhoods in Chicago are being neglected, and seeing these differences persist is beyond frustrating and something I hope to steer in a positive direction.
Another influence on my education-related thinking are the women in my family who are also teachers in the city and have been exposed to various learning environments. Their dedication to serving children is what originally inspired my desire to become an educator. They value the idea of a Montessori and inclusive education which transferred to my own values since I grew up in those classrooms and environments.
My Philosophy
Taking into account the two main influences in my life, my teaching philosophy can be simplified into one sentence: all students are unique additions to communities of learners that deserve the right to an equitable education. Maybe it is not entirely simplified, but it is my current stance on education that still has room for development. I believe every student deserves access to the education that best suits them as a learner, no matter their socioeconomic status or ability.
In order to ensure this, I insist teachers stay open-minded and adaptable to whatever students they are given. In reference to Parkay et al. (2018), teachers must act as continuous learners (p. 268). This is the idea that instead of acting as omnipotent beings, educators take every opportunity they have to further educate themselves on teaching practices, subject-matter, societal issues and the implications they have in the classroom, etc.
References
Parkay, F. W., Vaillancourt, J.P., Stephens, H.C., Harris, J.R., Hughes, J., Gadanidis, G., Petrarca, D. (2018). Becoming a teacher (5th ed.), Don Mills, ON: Pearson.
Meg Quinn 