Posts Tagged Teaching Philosophy

Internship Reflection – Week 4

March 27, 2011 at 11:13 pm · Filed under L1: Learner Centered, L2: Classroom/School Centered ·Tagged , , , , , ,

Reflection: Week 4
Review the textbooks and curriculum resources that your mentor teacher has to support his/her teaching. What seem to be the general beliefs about the best methods of teaching? Is the expected role of a teacher a transmitter of information, a group facilitator, a resource person, a source of intellectual stimulation, a coach, a social worker or counselor, a task master, or some other role? What roles are learners expected to play? How has this been influencing your first teaching experiences as an intern? Do you feel that this is in agreement with your philosophy of teaching?

The social studies department at Tahoma High School (THS) utilizes a variety of different resources to support the teaching within the department. My two mentor teachers are both a part of this department and use a wide variety of resources. Textbooks are a tool in both of my mentor teacher’s classrooms; they are not used every day by either teacher. Instead, outside resources are utilized. For example, both of my mentor teachers have adopted units from the Choices Program for social studies teachers. In American Politics and Global Issues, we have been working on a unit from this curriculum called Shifting Sands: Balancing U.S. Interests in the Middle East. My mentor teacher and I have altered the unit to fit the class’s needs and have included additional notes on Islam and articles about the recent protests in Middle East. In American Studies, students recently participated in a mock debate over the idea of Lend Lease using the Choices Program’s Between World Wars: FDR and the Age of Isolationism material. Both of my mentor teachers also use a lot of technology in the classroom. Students in Mr. Peter’s classroom are constantly working on their researching skills using the Internet on the social studies department’s netbooks. Mrs. Muller also uses films from The Annenberg Foundation instead of relying on direct instruction all of the time. These films are well made and cover the information in depth. In addition, teachers in the social studies department share their own knowledge and resources with one another. This is helpful for teachers taking on courses they have not yet taught but their peers have. While each teacher places his/her own twist on things, it is useful to have a foundation to build from.

During my experience at THS during the staff development days before the school year started, the principal went over recent research in education and discussed how THS teachers are expected to incorporate best practice teaching methods in their classrooms. Mr. Peters and Mrs. Muller use cooperative learning on a regular basis, have opportunities for reflections, use entry tasks, and are constantly checking for understanding. From attending staff development meetings, it is clear that THS makes it a priority to use teaching methods that have been found to be successful by current research.

Teachers are expected to take on multiple roles in the classroom. In my reflection for week three I discussed how my mentor teachers take on the role of coaches as they support and encourage their students to succeed in academics. Both teachers also take on the role of group facilitators, a role that they choose for themselves because they choose to incorporate so much cooperative learning in their classrooms. Students are often working in groups and rely on Mr. Peters and Mrs. Muller to help facilitate what is going on. Mr. Peters and Mrs. Muller also act as counselors in their classrooms. They have both shown me that they are deliberate about investing in the lives of their students, showing the students that teachers do care about their students. By doing this, the teachers have gained the trust of their students and the students then seek guidance and advice from Mr. Peters and Mrs. Muller, about academics, college, and other aspects of their lives. In the midst of all of these roles, Mr. Peters and Mrs. Muller still take on the role of being a source of intellectual stimulation. One thing I find so exciting about the social studies field is that there really is something for everyone in it. Teachers can help students find what interests them and encourage them to pursue that interest for further learning. In addition, Mr. Peters and Mrs. Muller encourage intellectual growth by using different types of lessons and probing at the students’ interests by sharing new knowledge. In the midst of all of the roles that the teachers take on, students must act as sponges that absorb the knowledge. They are responsible for actually taking in the information that their teachers share with them. Mr. Peters and Mrs. Muller’s students must act as social scientists. They use researching skills, writing, reading, and technology to take charge of their own learning. These students are not sitting in a desk working silently for ninety minutes at a time; instead, they are collaborating and discussing their learning with their peers, which often makes for a noisy classroom.

There is often a stereotype that a social studies classroom is boring: full of students memorizing the names and dates of important people and dates in history. My mentor teachers and their classrooms are examples of how this stereotype is not always true. These examples continue to make my experiences as an intern full of new learning. I am constantly learning new ways to teach lessons to the students because of my mentor teachers. My classroom management skills are improving based on how I have seen my mentor teachers model classroom management techniques in a wide variety of circumstances. I appreciate how Mr. Peters and Mrs. Muller care about their students not only in academics, but also in life, they want their students to succeed academically and in the rest of life. This all falls right in line with my philosophy of teaching. I believe that teachers and students need to be on the same team to help students learn. Learning cannot take place to its full capacity with just a teacher or just students; it needs both teacher and students working alongside one another. I also believe that a teacher cannot be as effective in the lives of his/her students if he/she does not know his/her students. It is important that teachers show their students that they care about their students as individuals. When students know that they are cared for in a classroom, they will put more effort into the work being done in that classroom. All of this makes for a classroom that is inviting and promotes learning.

Leave a Comment

American Education Final Paper

May 16, 2010 at 7:17 am · Filed under L4: Contextual Community Centered ·Tagged , , , , , , , , , , , ,

Approval Standard L4 (Contextual community centered (responsible citizenship for an environmentally sustainable, globally interconnected and diverse society) :
This work attests to my proficiency in knowing the importance of teaching and promoting high-quality citizenship and academic achievement to students. This will be beneficial in aiding them to not only become good citizens and students, but also to prepare them for life and to be lifelong learners.

Question 1: Many of the authors we study contend that the most important goals of education are to improve the moral and social fabric of students and to raise academic achievement. Explain what this means to you and provide illustrations showing how these goals might be best attained.
           “All that we are not possessed of at our birth, and which we require when grown up, is bestowed on us by education” (Rosseau, 1773, Book I). These words, spoken by philosopher Jean Jacques Rosseau, place a high amount of responsibility on the education system. To prepare a person for life and complete this task before adulthood is a highly demanding job. Students need to be capable of conducting life with the rest of society without causing pandemonium. Rosseau explains “should a man, in a state of society, be given up, from the cradle, to his own notions and conduct, he would certainly turn out the most preposterous of human beings” (1773, Book I). In order to keep society in order, it is essential that teachers improve the moral and social fabric of students. It naturally follows from this to encourage students to do well in their academics. Using education to construct high-quality citizens out of students and push them towards higher academic achievement will benefit society and the students; these goals are lofty, though completely attainable.
            Educating students in such a way that influences them to become high-quality citizens is a valid goal for societies that strive to become more advanced and civilized. John Dewey (1897, Article V) describes a society like this and how “through education society can formulate its own purposes, can organize its own means and resources, and thus shapes itself with definiteness and economy in the direction in which it wishes to move.” Education has the ability to direct the future through the way it trains up students; what schools choose to teach and not teach students implies what that culture believes is of value and importance. Multiple generations work for decades or centuries to become as advanced as they are, in order to remain that advanced, or to continue to improve, future generations must become educated in disciplines and skills that will further benefit the nation. The necessity of educating quality citizens is described by Martin Luther (1483-1546), who explains, “the highest welfare, safety, and power of a city consists in able, learned, wise, upright, cultivated citizens, who can secure, preserve, and utilize every treasure and advantage.” In order for a society to continue to flourish, its students need to learn how to continue to move forward; education is the key mode for this to take place.
            Higher academic achievement challenges students to learn beyond the necessity and to make learning a lifelong habit. This includes the need for a well-rounded education, in which the student has a basic education in several subjects. In The Great Didactic, Johann Comenius (1633-38 ) stresses this point that “one ought never to instruct anybody in such a way that he becomes perfect in one branch of knowledge to the exclusion of others.” This principle encourages students to give attention to more than one discipline, even if it is not the student’s preferred discipline. Part of high achievement is having an understanding of more than that which is of particular interest to oneself. In addition, Alfred North Whitehead (1916) explains that “the mind is an instrument; you first sharpen it, and then use it.” Education is not an idle activity, it is meant to have follow-through with it. When students are encouraged to sharpen their minds, they are also challenged to use that sharpness. In addition, they will get into a routine of using their sharpness and make it a lifelong skill.
            Knowing the significance of the most important goals of education is of very little use if they are not attainable. These goals are possible and have even adapted to the modern day. For example, to help create high-quality citizens out of students, Luther (1483-1546) states that “it is advantageous to know as many histories as possible and to train yourself in them, so that, by the example of others, you may know how to follow what is useful and to avoid what is harmful.” There is value in learning from the mistakes of one’s forefathers; it prevents wasting time on lessons that have already been learned from. It is also important for teachers to know that students need to learn a variety of skills to prepare them for society and ever-changing life. Dewey (1897, Article I) describes that “it is impossible to prepare the child for any set of conditions. To prepare him for future life means to give him command of himself; it means so to train him that he will have the full and ready use of all his capacities.” Students do not only rely on teachers to learn factual information; in order to train-up high-quality citizens, teachers need to provide students the opportunity to develop problem-solving skills, persistence, metacognition, and courage to take risks; skills that are valuable in any situation. In regards to the technological era that describes today’s culture, teachers are also responsible for teaching both regular and digital citizenship. Digital citizenship is a new concept that includes, but is not limited to, etiquette, education, commerce, responsibility, safety, and security (Ribble, Bailey & Ross, 2004, p. 7). Students need to know how properly behave not only in face-to-face interactions with people, but also in the new digital world, especially on the Internet. There are numerous facets in teaching students to become high-quality citizens; in order to promote positive citizenship, the education system is responsible for all of them.
            Teachers have the ability to promote high academic achievement in the way they teach their students. Comenius (1633-38, ch. 2, sec. 3) writes, “education, which is preparation for life, should be finished before adulthood.” While Comenius is describing formal education, part of higher academic achievement is training students to be lifelong learners. Creating lifelong learners is a process, as this is being done, it is important to teach in such a way that students can follow and learn to make connections with their studies and everyday life. Part of this is teaching in a way that is cumulative “so that each step prepares for the next one” (Comenius, 1633-38, seventh postulate, sec. 1). Information has more meaning if students can make a connection across lessons and disciplines; they see the importance of the skills they are learning. This pushes achievement because students are encouraged to recall former information. As connections are made across the disciplines and through different units, it is beneficial for teachers to push the students to reflect on their learning. Ellis (2001, p. 32) calls reflection a “vehicle for knowing to what extent connections are being made.” Students benefit from reflection because they have to show in words, pictures, or another mode, what they have learned—their understanding comes out into the open. Finally, the most important way for a teacher to promote higher academic achievement among every student is for the teacher to model a belief in each student to succeed. Students are given confidence when they know someone believes in them and in their abilities. As Ellis (2001, p. 8 ) puts it, “there is always room for improvement.” High academic achievement not only depends on the efforts of the students, but also on the efforts of the teachers, but it can be accomplished.
            In conclusion, education has the potential to instill more than just inert facts into the minds of students. When the goals of pushing high-quality citizenship and higher academic achievement are strived for and sought, education has the ability to have a lifelong impact on students. Not only can students learn positive information, but they can learn how to become community contributors and lifelong learners. While some of the ways of accomplishing these goals look different from the education systems from the days of Luther and Dewey, the goals remain the same and still carry significant value. Teachers have a great responsibility on their shoulders and many people depend on them; but their accomplishments and impact on students are irreplaceable.

Question 3: Of all the individuals and philosophies we have discussed during this course, select one or two whose ideas have influenced you the most. What are those ideas, and what relevance do they have to your own philosophy?
            “I believe that every teacher should realize the dignity of his calling; that he is a social servant…” (Dewey, 1897, Article V). These words that John Dewey uses to describe the teaching profession are a solid part of my teaching philosophy. Teaching is all about serving. It means giving up of one’s own time and energy for the sake of others. While some professions revolve strictly around a content area, teaching includes both content and caring for others. My teaching philosophy is not completely solidified; however, Johann Comenius, John Dewey, and their views on education play influential roles in the formation of my teaching philosophy.
            The steps that Comenius took in improving the educational process are respectable and worthy of implementation. In his work, The Great Didactic, Comenius (1633-38) explains a goal of his where “teachers teach less and the learners learn more.” Though many teachers use the lecture method to convey a vast amount of the knowledge, Comenius believes that a student “should get accustomed to penetrating to the real root of things and to take into himself their true meaning and usage, rather than read, perceive, memorize, and relate other people’s opinions” (1633-38, ch. 2, sec. 5). Experiential learning is messy compared to the traditional lecture-style of education; however, it is one way that a teacher is able to serve students. Through experiential learning, students are able to become active in their learning and have ownership of it. Ellis (2001, p.12) supports Comenius’ approach, “those experiences, which we deem to be of high quality have another attribute, they tend to be participatory.” For the benefit of the students, it seems common sense for education to involve participation. This type of learning, where the teacher cultivates experiences that guide the student’s learning, serves the students because it teaches them to be active participants in life, a skill that will be beneficial for them when they finish school.
            In addition to having valuable ideas in how learning takes place, Comenius provides direction for teachers in managing students. First, Comenius makes a bold statement that “all obstacles ought to be removed from the pupil” (1633-38, ch. 16, post. 3). In today’s culture, students enter the classroom with baggage that cannot be left at the door. This baggage can be anything from problems at home, to hunger, to stress relating to their peers. Some of these things will not have a critical role in the classroom; on the other hand, if the student is homeless and does not know where his family will sleep that night, he is not going to be as dedicated to his work as his peers. Comenius’ statement is unfortunately unattainable for some students, but it is important for a teacher to be aware of what is going on in the lives of the students and be willing to make special efforts as needed. In addition, Comenius (1633-38, ch. 16, post. 5, sec. 2) argues that “the teacher should explore and apply all means and ways for making the acquisition of knowledge possible.” Teachers must be willing to take the time to get to know each individual in the class and realize the different learning styles of the students. This will allow the teacher to cater lessons to the class, which may be different from a previous experience that teacher has had with the same content. One of the most demanding components of the teaching profession is addressing the needs of each student, but in order for the most learning to take place, this is completely necessary.
            John Dewey follows in Comenius’ footsteps because he too sought to provide students with an experience during their education. Even as students, young people are part of society, school is a social situation in which a student “is stimulated to act as a member of a unity, to emerge from his original narrowness of action and feeling, and to conceive of himself from the standpoint of the welfare of the group to which he responds” (Dewey, 1897, Article I). Teachers have the opportunity to use the classroom as a place to encourage interaction with other people in ways that are similar to the outside world. Students learn to work together and interact appropriately with their peers and adults. According to Dewey (1897, Article I),

“The moral education centers upon this conception of the school as a mode of social life, that the best and deepest moral training is precisely that which one gets through having to enter into proper relations with others in a unity of work and thought.”

Teachers who encourage students to interact and work with not only their friends, but their other peers as well are promoting students to become high-quality citizens. Not only do students experience life as a community in school, Dewey believes that school is an opportunity to give students the skills they need to face life. This includes not only content but also life skills as well, so that the student “will have the full and ready use of all of his capacities” (Dewey, 1897, Article I). It is impossible to provide students with an experience identical to each situation they will come across in life; however, students can be taught the basic skills to handle any variety of situations. It is vital that students know they have the ability to face the unknown and succeed. Part of a teacher’s job is training students to use these skills and to provide students with the confidence in their abilities.

            Though my teaching philosophy is still being determined, both Johann Comenius and John Dewey have been influential in the shaping of it. Teachers exist for the benefit of the student, to train students up in a way that they absorb the information so they can apply it in the rest of their lives. Students need to be motivated and encouraged in their work, they need to know that they can develop the skills they need to be successful. Teachers have the privilege of walking with students as they grow, learning both about themselves and the world in the process.

 References

Comenius, J. (1633-38). The great didactic (sel.). Retrieved November 27, 2009 from SPU EDU 6120 Blackboard Site.

Dewey, J. (1897). My pedagogic creed, The school journal. Retrieved November 27, 2009 from SPU EDU 6120 Blackboard Site.

Ellis, A. K. (2001). Teaching, learning, & assessment together: The reflective classroom. Larchmont: Eye On Education.

Luther, M. (1483-1546). Letter in behalf of Christian schools. Retrieved November 27, 2009 from SPU EDU 6120 Blackboard Site.

Ribble, M. S., Bailey, G. D., & Ross, T. W. (2004). Digital citizenship: Addressing appropriate technology behavior, Learning & leading with technology 32(1), p. 6-12.

Rosseau, J. J. (1773). Emile; Or a treatise of education. Book I. Retrieved November 27, 2009 from SPU EDU 6120 Blackboard Site.

Whitehead, A. N. (1916). The aims of education. Retrieved November 27, 2009 from SPU EDU 6120 Blackboard Site.

Leave a Comment

Follow

Get every new post delivered to your Inbox.