First of all, it should be pointed out that teachers’ philosophy may be shaped under the impact of different factors but it is possible to distinguish two the most important constituent elements of their philosophy. On the one hand, it is the actions of teachers, their behavior that can really define their philosophy since they have certain models of behavior, habits that they often cannot change but which sometimes they should change in order to develop a really effective educational philosophy. In such situations it is very important to take into consideration another important factor, namely what teachers think about their actions because it is the reflection on their actions can change not only teachers’ behavior but their educational philosophy at large. Obviously, they should be very critical in the analysis of their actions and attempt to assess them as objectively as possible in order to choose the right direction in the development of their educational philosophy. In such a way, teachers, being able to impact on students by their behavior and ideas, should develop their educational philosophy on the basis of these essential elements.

Basically, it is necessary to underline that there are two possible ways to the development of educational philosophies. First of all, it is possible to develop the educational philosophy during the action. It means that a teacher can reflect on his/her behavior while he/she is performing some action and analyze it immediately. For instance, a teacher can scan the situation in the classroom during the lesson by questioning students in order to find out whether the lesson or the problem discussed is interesting for them or not. On analyzing the received information, a teacher can change his/her behavior or continue the lesson if it runs successfully

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