Every child brings unique qualities and abilities to the classroom. Children are always grouped by age with the idea that they will be equal in development and academic skills. However, not every child is similar in terms of their capabilities. Thus, it is necessary to analyze the instructional settings to develop a curriculum that will favor every student. Children with development defects, disabilities, and other types of challenges require close supervision to create a successful classroom of thriving students. In addition, their needs are to be addressed in the foundation of the curriculum to create a platform where every child has equal rights in education. Every teacher needs to identify the children’s needs and apply the information in the foundation of the curriculum. My philosophy of curriculum is primary learner-centers and social efficiency reconstruction ideologies.
My philosophy based on learner-centered involves using interactive strategies to engage with students and develop their capabilities. This method will help the students develop teamwork, problem-solving, and decision-making skills relevant to their area of expertise (Bladh et al., 2018). In addition, learner-centered will favor the poor children who lack access to technology and students who have defects in their development. Instead of pouring information over the child’s mind, I, as the facilitator, present an issue to the children and guide the students as they come up with a solution. Students will be expected to discover new information and come up with a solution instead of passively waiting for their coordinator’s answers. Based on where students develop a solution, it is effective as the current environment requires people who can tackle roadblocks and are innovators. Learner-centered education provides a platform for better learning for the students.
The other philosophy in focus is social efficiency, which presents education as a platform for changing a person’s behavior. In this type of teaching methodology, the child is not the main focus. The aim of the curriculum involves developing skills that are essential to society, primarily focusing on the child’s capability to fill social needs and not considering their requirements (Ornstein & Hunkins, 2018). The individual needs of students are equally important as the expectations society has for them.
Thus I disregard such type of curriculum as it ideally only focuses on the social expectation and not on the interest and capabilities of the student. The social efficiency type of curriculum views a teacher as a manager of the condition of knowledge (Shrivastava & Shrivastava, 2020).In the social efficiency type of curriculum, the role of the teacher is to implement a curriculum that has been developed and has no equal rights to make changes. I, as a teacher, understand the needs and interests of my student; thus, if the curriculum does not favor them, I should be able to make changes to meet their expectation. Hence, my role as a teacher is misguided, as I should actively involve learners in my teaching.
Summing it up, philosophy is indeed the platform of the foundation of the curriculum as it is a guide to educators in formulating arguments, assumptions, and beliefs. Moreover, it helps to provide a broad outlook in answering the subjects necessary to schools, how students should learn, the methods to be used, and materials required in school. It is essential for us as educators to explore the curriculum that will effectively educate students to become leaders and members of society. Generate a curriculum that will favor students’ individual needs having a keen interest in their interests and abilities. Every student will have equal rights to education where skills are more apprehended than intellectual capability.
Bladh, G., Stolare, M., & Kristiansson, M. (2018). Curriculum principles, didactic practice, and social issues: Thinking through teachers’ knowledge practices in collaborative work. London Review of Education. Web.
Ornstein, A., & Hunkins, F. (2018). Curriculum Foundations, Principles, and issues (7th ed.). Pearson Education Limited.
Shrivastava, S., & Shrivastava, P. (2020). Justifying the inclusion of structured integrated teaching in the competency-based curriculum to bridge the lacunae in the traditional curriculum. Current Medical Issues, 18(4), 347. Web.