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Philosophies At Clement Middle School

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“The philosophy of a particular school and its officials influences the goals, content, and organization of its curriculum. To a larger extent, our philosophy of education determines our educational decisions, choices, and alternatives” (Ornstein & Hunkins, 20013, p. 28). These decisions include, framework for organizing schools and classroom, suitable content, models of teaching, experiences and activities to be emphasized, and resources. Our own unique set of beliefs, values and experiences, lay the foundation on which we base curriculum. Due to our diversity, four major world philosophies materializes. They are idealism, realism, pragmatism, and existentialism (p. 31). Through these philosophies, educational philosophies such as perennialsim …show more content…

We are still caught up in data analysis of student performances and using its outcome to strategize and plan reteach lessons. We emphasize reading, writing, and mathematics at Clement Middle School because students are expected to perform well on district sanctioned common assessments (that are given every five weeks, mainly to ensure teachers of core subjects are covering essential topics) as well as on state mandated tests. The few teachers at the school who subscribe to perennialism, “view themselves as authorities in the field [and] teach utilizing the Socratic method: oral exposition, lecture, and explication” (Ornstein & Hunkins, 20013, p. …show more content…

“For Dewey and other progressivists, the curriculum should be interdisciplinary and teachers should guide students in problem solving and scientific projects” (Ornstein & Hunkins, 2013, p. 40). Though core classes are necessary, avant-garde teachers at the school employ teaching models and strategies that employ cooperative group–learning activities, encourages student thinking, and incorporates students’ interests, since the humanities are equally as salient as science, social studies, art, and music. Students work together in all curricular areas, solving problems and showcasing their creativity. Dewey “viewed school as a miniature democratic society in which students learn the skills necessary for democratic living” (p. 39). Students are being prepared to become productive members of society by developing democratic values as they learn to work with others who may differ by race, gender, social class, exceptionality, to mention a

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