An educator’s philosophy of teaching is taken under great consideration during the hiring process. I received a solid indoctrination of the philosophy that drives educational practice in the public schools. I understand it so well that I was approved to teach Philosophy of Education at the Graduate Level where I received my M. Ed. in Early Childhood Education.

A philosophy course in education examines the people whose ideas influenced the prevailing pedagogy in teaching. Graduates of such a course learn about people, such as: John Dewey, who believed that teachers are, "social reformers committed to improving the lives of students and their families through the application of the social sciences and child-centered education”, as well as, "facilitators encouraging the growth and development of each child.”¹; Johann Pestalozzi, who believed, "children should learn through activity and through things. They should be free to pursue their own interests and draw their own conclusions”²; Maria Montessori, whose philosophy included, "focus on self-realization through independent activity, the concern with attitude, and the focus on the educator as the keeper of the environment”³ and; Jean-Jacques Rousseau, who believed that people develop through various stages and different forms of education may be appropriate to each. What is to be learned should be determined by an understanding of the person's nature at each stage of their development. There should be an appreciation that individuals vary within stages. Education must, as a result, be individualized. The child should remain in complete ignorance of those ideas which are beyond his/her grasp. People must be encouraged to reason their way through to their own conclusions from their own experience, they should not rely on the authority of the teacher. This is what we know today as discovery learning.4

When a teacher goes for a job interview, the answer to the question, "What is your philosophy of teaching?” is a given. The politically correct answer would sound something like this: "My goal is to facilitate the intellectual and emotional growth of the child. It is to meet the students’ learning needs.” A not so politically correct answer would sound like this: "My goal is to instruct students in the facts and application of (insert subject) with the help and assistance of the administration if kids should become unruly or disruptive and with the cooperation of the parents of my students.” Not only is this answer not politically correct, it’s a pipedream. In today’s educational atmosphere, parental assistance is a luxury. Middle management school administration follows the progressive educational agenda, which is not working!

Here are some interesting quotes by Lynne Cheney (a senior fellow at the American Enterprise Institute, chairman of the National Endowment for the Humanities from 1986 to 1993 and the wife of the Vice President of the United States) regarding current educational practices. "I think of the meta-analyses done by the National Reading Panel in 1999 that showed the benefits of systematic phonics instruction.”5 "I think of the late Jeanne Chall's survey of 25 years of research comparing student-centered with teacher-centered instruction.”6 where Chall concludes, "The methods with the highest positive effects on learning are those for which the teacher assumes direction."7 "Empirical research is anathema to progressives today, since it undercuts favored notions like whole-language instruction and child-centered classrooms.”8 She agrees with Kieran Egan that current education and progressivist ideas continue to undermine our attempts to make schooling more effective and that this is a topic worthy of consideration.9

According to the article Battling Teacher Burnout, teacher burnout strikes most teachers at some point in their careers. The author cites unruly students, uninvolved parents, too much paperwork, little recognition, and less- than-stellar pay as the culprit. Some affects are that "teachers become less sympathetic toward students, are less committed to and involved in their jobs, have a lower tolerance for classroom disruption, are less apt to prepare adequately for class, and are generally less productive.” Burnout can end a career. The author goes on to quote Julia Thompson, "Teachers are by nature centered on the needs of their students instead of their own. Most teachers under stress are without full awareness of its severity and the toll it takes until the damage is significant. One of the major reasons so many capable and bright young professionals leave our profession is because they lack the necessary coping skills to handle stress while it is still manageable."10

While I agree with some of the above argument, it doesn’t acknowledge the impact of differing philosophy in causing teacher attrition. Teacher centered classrooms are politically incorrect. Teachers who practice this philosophy are told they are bad teachers. Teachers who expect administrative support with unruly students are told they cannot manage their classrooms. Teachers who give bad grades are told they are not meeting the needs of their students. Teachers who speak out are told they do not fit in and do not have their contracts renewed.

Many teachers labeled as "burned out” or stuck in their old ways rail against these unfair assertions for years before they meet the true criteria for "burnout.” Other educators quietly leave the profession believing they are incompetent and not meant to be classroom teachers. Burnout used to take years, now it is imposed. The progressive agenda has assured that the life expectancy for a good teacher is not very long.

(5,6,7,8,9) Education Next, Fall 2003
http://www.findarticles.com/cf_dls/m0MJG/4_3/109568574/p1/article.jhtml

(10) Education Week
http://www.edweek.org/jobs/jobstory.cfm?slug=07burnout_cc.h02

(2,3,4 )The Encyclopedia Of Informal Education
http://www.infed.org/thinkers/default.htm

(1) The National Teaching and Learning Forum Vol 11, Number 4
http://www.ntlf.com/html/lib/suppmat/summaries.htm#bruner

Nancy Salvato is a middle school teacher in Illinois and an independent contractor for Prism Educational Consulting. She is the Educational Liaison to IL Sen. Ray Soden and she works with national and local organizations furthering the cause of Civic Education. She is a columnist for American Daily, The Common Voice, GOP-USA, OpinionEditorials and The New Media Journal.us. Her writing has been recognized by the US Secretary of Education. She has been published in The Washington Times, The Washington Dispatch, Iconoclast, Free Republic Network & Townhall.com., as well as other nationally and internationally published media outlets.