About Your Instructor
William Carlisle
My name is William Carlisle. I am the Owner/Director of Kumon Dallas Bent Tree. I have a master’s degree in psychology and a specialized degree in education with an emphasis on organizational leadership. I served 16 years in the United States Army with numerous achievements and commendations. I was responsible for the health, welfare, and safety of numerous soldiers under my command. I served as a chaplain for Children’s Health, formerly known as Children’s Medical Center – Dallas and Plano campuses for five years. I am a certified teacher in the state of Texas in middle school social sciences and special education at all grade levels. Most recently, I served as a behavioral specialist in Garland ISD.
I am passionate about educating children because children are not just our future but they will be the foundation from which we will build thriving families, neighborhoods, communities, societies, and nations. There are two educational perspectives that influence my philosophy of education; progressivism and existentialism. Educational progressivism is based on the belief and practice that education should be relevant for the students to learn. The curriculum of a progressive education is built around the personal experiences, interests, and needs of the students. I think it is important for a student’s learning to be relevant to their experience and interest. I think this perspective benefits early learners because much of their learning comes from their environment. As early learners grow and develop, they will want more control over their academic growth. This is where educational existentialism influences my philosophy for students in middle school up through college and beyond. Existentialism is derived from a belief in human free will, and the need for individuals to shape their own futures. Students who will have the opportunity to be in existentialist academic environments control and manage their educational goals. Students are encouraged to understand and appreciate their uniqueness and to assume responsibility for planning and achieving their academic success.
As a former Texas and U.S. History teacher, the Declaration of Independence serves as reminder that our children and students are to benefit from the truth:
“We hold these truths to beself-evident, that all men are created equal, and are endowed by their Creator with certain unalienable rights, that among these are life, liberty, and the pursuit of happiness…”
All students are created equal and deserve an equal opportunity to learn and be educated because they have this right as human beings. No student should be denied access to quality education based on color, race, creed, religion, gender, or disability.
As an educator, I serve as an initiator and as a facilitator. I serve as an initiator when I am presenting new information to students. I am an initiator for students with academic challenges who may feel hopeless and defeated because they are not at the “average” expectation level. I am an initiator for students who are beginning a new grade or experiencing a new phenomenon in their academic and personal growth and development. I am a facilitator when I see a student light up with joy and anticipation when they have cleared the initial learning curve. I am a facilitator when a student says, “I got this.” I am a facilitator when students can engage in group learning, and they need minimal guidance and instruction because they are now owners of their learning experience.
In conclusion, my philosophy is based on student growth (progressivism) and students owning their learning experience (existentialism). Both are needed to initiate and facilitate student success and accomplishment in their current academics, life experiences, and for preparation for their next level. Overall, my philosophy on education is centered on the holistic success of our children as they emerge into lifelong learners.