James Jones

Personal Philosophy Initial Draft

EDUC 2013

Dr. William L. Fridley

Southeastern Oklahoma State University

Spring Semester 2018

The intellectual purpose is “to develop knowledgeable and informed critical thinkers” (PoE). That

is a key part in education. Critical thinking can be used by the student from the time they start school until

the good Lord calls them home. An example of a student using critical thinking is learning how to tie

their shoe for the first time. During critical thinking there are higher order thinking skills and lower order

thinking skills. Higher order thinking skills deals with knowledge, comprehension and application. Lower

order thinking skills is ability to think at higher levels. The relation between the two is that they are

necessary for education which means it needs to be there. Most students want to be able to think on a

higher level no student wants to stay at the bottom. There are some good things that comes with critical

thinking and there are some dispositions that comes with it also. Some dispositions that comes with

critical thinking is going into more details about a certain topic instead of just going with the first that

comes to mind. Another student may say critical thinking is something to be work at daily. Finally,

critical thinking can get involved with another of the four purposes called the career purpose. That talks

about how “to expose students to a variety of career options” (PoE). For example, a student may say they

want to become a doctor. It takes a lot of good critical thinking skills to get to that level. That is why

learning and understanding critical thinking is important.

Teachers

Teachers play a huge role in their student’s education life’s. “They plan, they prepare, and they

organize” (SBot). They plan different activities for the students. They prepare lesson plans so they cab

stay on track. They organize their classroom to make sure everything is in order. Teachers see their work

in action, meaning see the student that first did not care about work but is now caring about his or her

work and his helping others. They can see the changes they affect, and in so doing they witness firsthand

their goals coming to fruition. Teachers seek to inspire students in all aspects of their lives. Teachers can

inspire an uninterested student to become engrossed in learning. This is also in a teacher’s job description
that “they use differing perspectives to engage learners” (IS 5). No teacher wants a class that is sleepy all

the time they prefer students to interact and not just interact with the teachers but with their classmates as

well. If a student is having trouble with the class material they can ask one of their classmates for help

instead of the teacher first hand. If they both are stuck then the teacher can step in and help them. By the

teacher doing that he or she can already tell that the students are trying their best. That is all teachers ask

for is their students best every class.

Students

Students can be disrespectful, respectful, kind, mean, and helpful. The students that are

disrespectful or mean be the main ones probably there to get attention. Another reason can be the

students is being bullied at school and is lashing out. The sad part is those are the students at the end

of the semester begging the teacher for a passing grade. During my time as a student and observing, that

same student can be your best student at the end of the school year it will depend on how the teacher

handles that student. A teacher mood and attitude can either influence a student either for better or

worse. Students are in school to receive their education by being around other students that have the

same mindset they are more likely to get that done. While they are in school they will learn an

important term, which is critical thinking. They will be taught the difference between “higher

order thinking skills and lower order thinking skills” (CT). The students will have “active

engagement in learning” (IS 3). By having that students will want to come to class and put in the

work and effort to achieve a good grade.

Curriculum and Teaching Methods

The curriculum is a big factor in the students’ academic career. That’s why as a teacher, a

teacher must know what he or she is talking about because the number one thing of what not to

do is misled the students in the wrong direction. The curriculum that I will be in is the High School
level of Physical Education. The curriculum that I will be using is the life-time fitness which

includes “demonstrating competency or refines activity specific movements skills in two or more

lifetime activities” (OAS). My teaching methods will be simple and to the point. They will be

based on the standards for the high school level. “It will be establishing healthy behaviors during

their childhood” (OAS). As a teacher I do not want my students to do something that I cannot

do. The activities that the students will do in the PE class will be something they can do and it

will not be harmful. Also, in my methods there will be students working together and supporting

each other throughout the activities that we do.

Classroom Climate, Discipline and Management

I want to begin talking about the discipline and management first. Let’s make one thing clear

discipline does not refer to punishment all the time. It goes hand in hand with how the teacher is structing

the class. The students will know from the first day of class that their teacher does not play. “The goal is

not just to achieve order, it is to establish the conditions that increase the like hood of growth and

learning” (CC-L-M). That is the whole purpose for teachers to get out of there students. Now classroom

climate is about the rules and regulation in the classroom. No teacher wants a noisy class they would like

a class that gives participation in the daily lectures. That is why the teacher has to “engage in ongoing

learning and use evidence to meet the needs of each learner” (IS 9). Now, each teacher has their own way

of setting up their classroom some may want their assignments turned into a box or just on the teacher’s

desk every teacher has their own method. Another method would be students having assigned seats or

students can come in and seat where they want each class. Having both good discipline and a good

classroom set up will get students to learn and want to come to that class.
Schooling, Community, and Society

Parents and teachers should have good communication with each other. The reason being just in

case the student wants to act up during class the teacher can just make a quick phone call to the student’s

parents in a heartbeat. Also “the teacher seeks to take responsibility for the student learning to collaborate

with families and colleagues” (IS 10). Schools and the community should have events to get everyone

involved that lives in the community. One event that the schools should that gets the parents and the

community involved is an event called open house. That is where the student’s parents can meet their

teachers for the year. But they should step it up a notch and have something for the students’ academic

career as well. Just like when the high school football team wins the state championship game they have a

parade for it. They can have an ACT or SAT test workshop where the students and parents can come to

get some good information on both of those test. By having that it will “ensure the learning growth for

both parents and the student “(IS 10). That is the key part in education for the student can grow and while

the student is growing the parents can grow from their child.
 Weighted Criteria: thorough explanations of the expectations for this assignment are given in the Guidelines and Points
Requirements Documents that are posted on Bb Scored

I. Content of each Topic: For each of the six topics you will be given a score of 1 to 20 based on how well you
meet the following criteria:

(a) Clearly state and explain your informed philosophy on the topic (b) Clarify the terms and claims of your
philosophy by use of specific examples and illustrations (c) Justify the claims of your philosophy by use of
relevant and appropriate reasons, explanations, evidence and support (d) Incorporate material from class (text,
lectures, and handouts) in a way that demonstrates your understanding of the material and the way it applies to
the topic

Cumulative score for content is up to 120 points

II. Structure and Organization: A score of 1 to 10 based on how well you meet these criteria:

(a) Cover page, includes the Rubric on one page, page limit, and format conform to guidelines (b) Follow the
required outline and address each topic with a single paragraph (c) Use topical subheadings according to the
required format (d) Organization and structure are clear, consistent, coherent, and your draft is aesthetically
pleasing (e) All submission requirements for the assignment are met

Overall score for structure and organization is up to 10 points

III. Rudiments of Composition: A score of 1 to 5 based on demonstrating a mastery of the rudiments of

Overall score of up to 5 points

IV. Reflection Essay: You will be given a score of 1 to 15 based on how well you meet the following criteria:
Format, content, and composition conform to requirements; each question is addressed adequately, including a
description of the artifact, course and context; specific references to three InTASC Standards and an explanation
of how your Philosophy shows evidence of progress toward the Standards; and an explanation of and specific
references to what you have learned.

Overall score for the Reflection Essay of up to 15 points

Total Score (150 points possible) =

CAEP/InTASC Rubric for this Assignment

InTASC Standards addressed by this assignment: 3, 5, 6, 9, 10

The candidate does not demonstrate The candidate demonstrates The candidate demonstrates
sufficient competency with respect sufficient competency with respect exemplary competency with respect
to constructing a personal to constructing a personal to constructing a personal
philosophy of education in alignment philosophy of education in alignment philosophy of education in alignment
with InTASC Standards and with InTASC Standards and with InTASC Standards and
Benchmarks. Benchmarks. Benchmarks.

______ 1 (0-90) _______ 2 (91-129) _____ 3 (130-150)