The educator believes in a student-centered learning philosophy that fosters positive relationships between the school, parents, family, and community. They believe each student is unique and capable of success with high expectations. Their approach uses constructivist teaching methods where students take an active role in their learning through collaboration, exploration, and self-regulation. The educator aims to empower faculty through purposeful collaboration to maintain the vision of student-centered learning and success.

1. Educational Philosophy:
School changes succeed when all members of the school community work effectively to
meet the academic and social needs of all students and school people as a whole
(Ramirez,1995).The school is a major influence in a child’s life, and one of the main role models
within the school community is the teacher. As an educator I have a committed philosophy to the
cause of student centered learning. I am invested to form alliances with parents and other
stakeholders for the ultimate goal of student success.
I seek to foster the value of positive relationships between school, parents, family and
community. No one understands more than an educator the importance of parent involvement as
a decisive influence on their children and the school environment. All things are not equal today
within societal norms. Therefore, teachers have a responsibility to educate and inspire parents to
do and be more visible within the school community as a part of their children’s education. I
believe that each child is unique and has the intellectual ability to be successful.
My continuing philosophy is one of high expectations for all students, to enable them to
achieve excellence in learning. I strive to serve in the function as a guide, to share my knowledge
and inspire students and my colleagues with a passion and curiosity in the search for knowledge.
In that light, I believe in engaging with students in questioning using higher order thinking skills
for depth and accuracy of answers. Encouraging the community to know themselves as learners
through self-regulation is an important asset in educating young minds. Self-regulation refers to
the process whereby learners systematically direct their thoughts, feelings, and actions toward
the attainment of their goals (Zimmerman & Schunk, as a part of 2003).

2. Notably, research studies in teaching and learning places emphasis on universal
intellectual standards in relation to student choice. The relevance of the process becomes an
avenue for self-regulated activities in student learning. In keeping with the diverse needs of
student’s learning styles, and cultural belief, the application of defined standards helps to ensure
clarity, and adequately address successful functions within the classroom. My endeavor is to
offer significant opportunities for self-discovery and practice of real world situations with the use
of logic, fairness, and Socratic questioning tools in my classroom. My approach is in tandem
with the constructivist model of teaching where students take an active role in their learning with
the help of the instructor will provide access to a curricula that fosters exploration within
collaborative and cooperative learning groups for instructional fairness.
Clearly, the development of a curriculum design around student’s interest will motivate
them to work harder while mastering the skills for successful outcomes. Working from a learner
centered constructivist model, I propose to help empower faculty to buy into purposeful
collaboration for ongoing support on our journey. All stakeholders need assistance to maintain
our belief and vision. Participation is a matter of interest and will: educators need to see close
connections between what they value and the tasks at hand (Lambert, 2003).Successful planning
and a strong educational philosophy serves as the structure for the implementation of the vision
and purpose of change reform.
It is important to help students learn and understand new concepts as well as develop
respect for themselves and others. Additionally, their voices must be heard in dialogue as
discussions for self-expression to assume a place in classroom pedagogy and instructional
design. Intrinsically, as an educator my deep desire is to fulfill my obligations, execute fairness,
consistency, and ethical reasoning with the students. The utilization of the aforementioned

3. patterns engages my students so that they are able to make decisions and reason both
egocentrically and sociocentrically (Paul & Elder, 2014).
The miniature guide which encompasses the universal intellectual standards on critical
thinking guided my way of rethinking my educational philosophy. The readings and thought
provoking structural framework invoked for me a new and reflective process in the application of
educational concepts. Finally, deeper consideration of evaluation and assessment became clear
while contemplating on the standards.
References:
Lambert. (2003).Leadership Capacity for Lasting School Improvement: Association for
Supervision and Curriculum Development. Alexandria, VA.
Paul, R., & Elder. (2014). The Miniature Guide to Critical Thinking Concepts and Tools, Seventh
Edition…Foundation for Critical Thinking.
Ramirez, C. (1995). Educational Leadership. Journal of the Association for Supervision and
Curriculum Development, (52), 5, 5.
Zimmerman, B. J., & Schunk, D. H. (2003). Educational Psychology. A century of contributions.
Lawrence Erlbaum Associates, Inc.