My evolving philosophy of education is that all students are unique. They all have their own experiences and socio-cultural background that influences their learning styles. I aim to provide an environment that provides enrichment and growth in a holistic way that all students deserve. I believe my role as a teacher is to facilitate, to offer guidance, to promote individuality and creativity through different modes of teaching. Thus providing a safe environment for my students to share their opinions and ask questions. However, the knowledge and learning theories that underpins my philosophy is a combination of all three.

Initially, I utilized a Constructivist Approach where I truly believed learning is the responsibility of the learner. I, the facilitator, will guide students to build on their prior knowledge through inquiry and engagement. As mentioned in class, this way the process of learning takes into consideration the students individuality, uniqueness and own understanding. I however had to deviate from a constructivist approach to a cognitive approach while teaching at a school where the majority of the school’s population were reading way below their grade level. Sadly, the focus was to complete the curriculum despite the students’ learning challenges. So since our focus is narrowed by empirical data, the product rather than the process, the Constructivist approach was not producing the product in a timely manner. A. William (2015) highlighted that the nature of knowledge is constantly changing, unlike decades before, skilled-based jobs require both academic and skill-based requirements. As this technological era evolves, teachers’ instructions too, must align with this era but each faces his/her own unique situation.

Lastly, while Skinner’s theory on Stimuli- Response to Behavior theory has its cons, it has had a positive impact on my students behavior over the years especially my male dominated classes. I use a positive and negative reward system that is unique to each of my classes. For example, a reward as simple as receiving a star on a chart each time required behavior is displayed, and the reverse when the student displayed unacceptable behavior. What was even more interesting was learning that Skinner’s non-traditional learning approach gave birth to the Adaptive approach that is now being encouraged. Both approaches focus on the individuality of each learner, which was the aim of Skinner’s Teaching Machine. Now we have individual assessment and teaching tools that allow students to learn at their own pace and level. This Adaptive approach I too used as a teacher and I am currently utilizing it as a student.