Artifact 3 - Philosophy of Education

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Artifact #3- Philosophy of Education
Chance Carpenter
College of Southern Nevada
Edu 201-2001
Susan Bridges
4/14/2024
1. Profession: Why you are choosing this profession? Who or what experience(s) have
inspired you? What is your personal knowledge or skill set that will serve you? How did your
field observation help you understand the teaching environment?
2: Teaching: What educational philosophy and psychological orientation(s) most closely
fit your current beliefs about education? What historical events set the stage for how you will
think about children and schools?
3. Instruction: What instructional strategies will you implement? How will you approach
student learning, student diversity and variability, and assessment?
4. Future: What characteristics and skills do you need to possess to continue in this
career? What specific steps (education, employment, volunteer experiences) will you take to
achieve your goals and the requirements for teacher licensure?

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Artifact #3- Philosophy of Education
I'm choosing the profession of teaching because I like to share my information
with whoever will listen. I like to try to be a person people can learn from, using my
mistakes and experiences as a light to someone else's path. My inspiring experiences
come from my guitar teacher at Basic Academy, he was always very calm, but also very
down to earth, and very close to every student he had. My skills too quickly adapt to
every situation I am thrown at, will help me greatly in the classroom, as I do most of my
thinking on foot to begin with, and I hate planning beforehand, as all of my plans usually
end up being thrown out the window anyway.
For my psychology of teaching and philosophy of teaching, I choose to go with
more of a Human and realistic approach to teaching, as instead of being very Point by
point, and a, ” this is how we do things now” I would like to be a teacher that takes a very
naturalistic approach to how I view the classroom space. to simplify it as much as
possible, you are a leader, in front of a group of people, human beings, separate strings of
life, different apart from yours, meeting together, to hear the shared bunchings of your
knowledge, To leave the other end of the hour, having furthered their knowledge Towards
the unknown. Growing up and going to school, I did not like teachers who took a very
hardened, drill sergeant approach to the classroom. I felt that the teacher to student Bond
of trust is not something that was thought about, or something that was considered unto
the psychology of the particular teacher. Although it's not a historical event that we
covered, I closely relate my personality, and sadly not my IQ, to that of Albert Einstein,
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as a young school boy, he had his dreams, and was a very scattered individual, but when
he put himself to his craft, he came out on the other end, Profit to the new teachings, for I
believe to teach others, you first have to teach yourself.
For my choice of instructional strategies, I will place it in the context of being a
guitar teacher, my goal as a teacher. Instructionally, the day-to-day class is quite simple:
practice a few different pieces, for a set amount of time, based on the factor of how many
pieces we are set to play for the class. but when it comes down under the microscope, it's
a bit more complex than that. you have to consider that it will take time for students to
arrive to class, it'll take time for students to warm up, what about practicing scales, and
general theory? A good strategy to take care in this example, would be careful use of
time, I understand that sounds like something that's used in every classroom, as of course,
it is, but when it comes to music, and the individual learning the music, everyone's a bit
different, some people, Jump Right In and are ready to play, others need that 10 minutes
to 15 minutes to sit down relax and warm up. For some classes, that time can be 5
minutes, due to seeing that most of the students are ready to go, for other classes it might
be 10 minutes, all the way up to 15, depending on what students you have, and the level
of playing your teaching. Now, one may be thinking to themselves, time is not a strategy,
and well yes, one is correct in stating such, time itself, is not a strategy, but the careful
use of planned application of time, is a strategy within itself. let's bring an outside
influence outside of teaching into this equation, and we will use something I know,
racing, every team has a set amount of tires for the weekend, and when it comes to race
day, you're running on your last few sets of tires, these are usually the tires that you're
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planning on using, with one to two spare sets, in case of emergency. now, if you were to
pit for new tires, at any given time, you may end up losing track position, highly valuable
track position, but if you were to, say, wait a few laps, and gain some time on the driver
behind, before you were to pit, you may not lose that position. This is what I mean by
carefully managing time as a strategy. It can be useful depending on the situation, and for
students of every demographic, and learning speed, you must be able to adapt to any and
all situations.
To move forward, I will, of course, continue my school career. As I'm aware, the
most common answer, but truly necessary for one's development, is to be an educator, as
the profession of teaching is also the profession of constant learning. But as well as
learning, one must put into practice what they learn by doing. When the opportunity
becomes available to me, I would like to engage in substitute teaching, as time in the field
is always something that can look good in classroom reviews, a resume, as well as on
paper. going forward a skill definitely need, is learning how to shorten my thoughts into
coherent, and easily understandable Lessons, that don't just sound like me you just
rambling for and a half, it will take some time for me to get there, but with
Communications classes, field experience, and some more field experience, I will
definitely be able to get there.

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1

Artifact #3- Philosophy of Education

College of Southern Nevada

field observation help you understand the teaching environment?

2: Teaching: What educational philosophy and psychological orientation(s) most closely

think about children and schools?

student learning, student diversity and variability, and assessment?

achieve your goals and the requirements for teacher licensure?

Artifact #3- Philosophy of Education

I'm choosing the profession of teaching because I like to share my information

mistakes and experiences as a light to someone else's path. My inspiring experiences

end up being thrown out the window anyway.

For my psychology of teaching and philosophy of teaching, I choose to go with

naturalistic approach to how I view the classroom space. to simplify it as much as

believe to teach others, you first have to teach yourself.

For my choice of instructional strategies, I will place it in the context of being a

definitely be able to get there.

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