My personal philosophy of education is going to impact my classroom in many ways.
1) Classroom Organization
As an idealistic teacher, my classroom would have a very organized agenda for every day. Although my class might not ~appear~ organized to a passer-by, group activities, discussions and free-work periods would all be worked into the class period and timed so that I can ensure that I can fit everything I want to teach into the period.
2) Motivation
I am a firm believer in the Socratic method, and I feel that the main source of motivation in my classroom will be that I will be engaging my students by asking them questions and leading them into class discussions that will encourage them to ask questions and explore the content on their own terms. Although I am a firm believer in structure, I will also allow students choice for their assignments and projects so that they will be able to bring their own experiences and interests into the classroom.
3) Discipline
I believe in structure for a classroom, but also in collaboration. One of the first things that I will do with my students will be to hold a discussion about class rules and have them discuss what rules are important to them and propose ramifications for rule-breaking. This will give students ownership over classroom rules and also reinforce my own classroom authority, as the students will have chosen the ramifications themselves and this could encourage students 'policing' each other for rule-breaking.
4) Assessment
Although I am idealistic and very old-fashioned in many respects, I feel that assessment is one area in which I will stray from the traditional forms of assessment. Most of the assessment in my classroom I hope to be individualized, having students create their own assessment contracts (such as picking two journals out of four to be graded). I feel that this, like discipline, will give students ownership over their own grades and create an open conversation between myself and students about what they need help with and where their strengths are.
5) Classroom Climate
Due to a classroom arrangement that will focus on collaboration and discussion, I will encourage a classroom climate where all questions are acceptable and students can feel free to ask questions, and even take discussions in their own directions (within reason). Rules about classroom discussions will also be created by my students, to give them ownership over their own discussion rules and encourage self-policing and a more understanding environment.
6) Technology Integration
I feel that the classics and lecture have their place in the classroom, but I also feel that I would not be teaching my students to be well-rounded citizens of the 21st century without bringing in technology. I feel that technology can be used to do many of the classic classroom activities, such as book-reports and portfolios, but with the added bonus of teaching students about a technological resource that they can use in the real-world.
7) Learning Focus
As a believer in structured classrooms, I feel that with a solid agenda and time restraints even the best of class discussions and group-work periods can be kept into focus. Especially when a class period agenda is posted on the board at the beginning of class, students will know what to expect from their time spent in my classroom and will remain more focused.
8) Teacher and Leadership Style
I feel that I am very Confucian in my beliefs about the role of the teacher in the classroom. While I believe that Socratic questioning and discussion are a vital part of learning, I personally feel that my role in the classroom is that of a 'transmitter of knowledge', someone to whom my students can go to for clarification.
Friday, December 10, 2010
Voices
I absolutely loved this article!! I found that reading all of the different educational views not only opened my eyes to the many varieties of educational philosophies but also validated some of my own personal beliefs and strategies that I use in the classroom. As incredible as it may seem, I never knew what the term 'Socratic Method of Questioning" was before reading this article. Although I had heard the term many times, even in reference to my own lesson plans, I never knew what it actually was. After reading about it I realized that this method is one of my favorite go-to teaching tools, and a part of my teaching that I am very, very passionate about. By asking a student leading questions, the student follows their own train of thoughts to discoveries and questions that I want them to have and ask. In this way, I feel that students are very engaged in their learning, because instead of regurgitating information for students I am answering their questions and validating their ideas and thoughts.
Very similar to Socrates is Confucius, who felt that education should be practical AND moral. I feel that students should always be learning lessons not only about content and facts but also about the human condition, and I feel that my job as an educator is to build my students not only as masters of English language and literature, but also as human beings and citizens of the world. I also enjoyed that even though Confucius' instruction 'consisted of conversation and dialogue', he still felt that the true role of the teacher was to be a 'transmitter of knowledge'. I feel that old-school as this idea is, it is something that I feel is very much a part of my own philosophy and need not follow the teacher-at-front-of-rows-of-students stereotype.
I was also very surprised to see Jesus in this article, but once I read the description of his teachings I found that I connected a lot with his teaching style as well. I feel that by using stories, parallels, and forums in conjunction with Socratic questioning and classroom dialogue students are less likely to fall behind, as these methods help to differentiate instruction and make lessons more accessible to students who might otherwise fall behind on larger concepts.
One thing that I truly enjoyed about this article is that it did not simply present the type of teachers that the current educational theorists would call correct or on-par with current research; it gave a taste of many, many different types of teachers from ones that I completely disagreed with on every count to ones that I can only aspire to be like.
Very similar to Socrates is Confucius, who felt that education should be practical AND moral. I feel that students should always be learning lessons not only about content and facts but also about the human condition, and I feel that my job as an educator is to build my students not only as masters of English language and literature, but also as human beings and citizens of the world. I also enjoyed that even though Confucius' instruction 'consisted of conversation and dialogue', he still felt that the true role of the teacher was to be a 'transmitter of knowledge'. I feel that old-school as this idea is, it is something that I feel is very much a part of my own philosophy and need not follow the teacher-at-front-of-rows-of-students stereotype.
I was also very surprised to see Jesus in this article, but once I read the description of his teachings I found that I connected a lot with his teaching style as well. I feel that by using stories, parallels, and forums in conjunction with Socratic questioning and classroom dialogue students are less likely to fall behind, as these methods help to differentiate instruction and make lessons more accessible to students who might otherwise fall behind on larger concepts.
One thing that I truly enjoyed about this article is that it did not simply present the type of teachers that the current educational theorists would call correct or on-par with current research; it gave a taste of many, many different types of teachers from ones that I completely disagreed with on every count to ones that I can only aspire to be like.
Thursday, December 9, 2010
Discipline
I think that this presentation was my favorite thus far, because it gave us all opportunities to work in groups and collaborate about actual teaching situations. I thought it was really interesting how we differed so greatly when it came to discipline, especially how for the most part I have found that UMF students usually are in complete agreement with each other on nearly all issues due to our identical educations and viewpoints. I thought the skits were very helpful and fun, while still enabling us to think about how difficult certain situations are. I also really enjoyed the books that they handed out, and as someone who collects old textbooks I thought it was so interesting to see how advice on discipline has changed over the years.
School 1800-1900
One of the things that struck me most about this episode of "School" was that the issue of segregation and women's school rights were addressed almost 100 years before Brown vs. the Board of Education or Prop 9. I feel that most Americans and even educators assume that education for minorities and equal rights for women were simply a non-issue until Brown vs. Board and Prop 9, and it was extremely eye-opening and shocking to see how long the struggle for free and equal education was being fought for before any true steps were taken.
I also thought that it was very cool to see where the 'traditional' American school experience came from. The image of desks all in a row, teachers dictating information to students and students coming up to the blackboard to answer questions are as American as apple pie and football. Although we universally reject these practices now as archaic and outdated, I found it very interesting to see how it came about, and how different early visionaries who tried to change these ways were attacked as though they were enemies to America. Although Americans are for the most part a bit resistant to educational change, I am at least thankful that our visionaries have opportunities now to share their ideas or even start charter schools to educate students.
I also thought that it was very cool to see where the 'traditional' American school experience came from. The image of desks all in a row, teachers dictating information to students and students coming up to the blackboard to answer questions are as American as apple pie and football. Although we universally reject these practices now as archaic and outdated, I found it very interesting to see how it came about, and how different early visionaries who tried to change these ways were attacked as though they were enemies to America. Although Americans are for the most part a bit resistant to educational change, I am at least thankful that our visionaries have opportunities now to share their ideas or even start charter schools to educate students.
School 1980-Present
I found this episode to be one of the most interesting so far, mostly because it dealt with a lot of issues that I had heard about before but didn't really understand like charter schools, independently funded schools, and specialty schools. I think that specialty schools are a very good idea, but my main issue with such schools is that students will be boxed in to what they are going to do in the future from the very get-go without having an opportunity to branch out and discover interests that they may not even have known that they had. I really liked the idea that charter schools are given an opportunity to succeed and are shut down if they do not meet up to expectations, but I was a little disturbed by the idea of what this would do to students attending the school at the time of this probationary period. Independently funded schools seemed like a really good idea in theory, but I think that such schools would be opening the majority of schools up to the same sort of rivalries and recruiting tactics that NFL football teams practice with their different owners and product funds. I think that all of these school ideas have potential to really help the US educational system, but I think that it would take a lot of legislation, boundaries and laws to make them totally feasible for the betterment of students nationwide.
Multi-Cultural
I thought that this presentation was a really amazing look at some of the most hot-button topics in our schools today. I felt that it was a little scary to hear discussions about teaching religion and sexuality in the classroom, only because I personally associate such conversations in the classroom with the word LAWSUIT. I totally agreed with the class consensus which was that to teach school in a true multi-cultural, multi-religious and multi-sexual fashion it would require entire district, school and curriculum overhaul. Although I believe that these changes would be more than worth it, I think that it is something that I would love to see mandated at the highest levels, so that a timeline and an overall plan for the entire country would encourage all schools to begin the process. I think that if only one school or only one district chose to teach in this way, that it would be incendiary and cause some very real issues. I worry that such a suggestion is a little too reminiscent of the NCLB mandates, but I believe that if a multi-cultural education mandate WAS instated, that the issues of NCLB would be taken care of due to the differentiated instruction and relevant information that would be taught.
Promising Futures
I found it really nice to read an article that was specifically about Maine schools and Maine issues for a change. Although I do not know where my educational career is going to lead me in the short run due to the military, I hope to end up in Maine eventually and went to Maine schools myself. I thought that the description of Maine schools as "academically focused but rarely exciting or challenging" was pretty dead on. In the Maine schools I have seen, there are often very good teachers who know their material very well but just don't have the 'teacher training' necessary to differentiate learning for both suffering students and advanced students.
I also thought that the core principles in the article were very progressive and positive. I especially liked the one that emphasized ACTION in response to assessment data. I think that too many Maine schools since NCLB put a lot of emphasis on assessment data and standardized testing without actually creating action plans from administration on down to individual teachers. I feel that too often lofty plans are made to improve schools without encouraging teachers to meet with each other and collaborate together about how to best teach students. I feel that this belief along with the encouragement to teach using differentiated instruction are what made this article so valuable. Although a lot of the information was a lot of the same educational suggestions we have been learning here at UMF for years, it was very cool to read about it in a scholarly article that was specifically aimed towards our state.
I also thought that the core principles in the article were very progressive and positive. I especially liked the one that emphasized ACTION in response to assessment data. I think that too many Maine schools since NCLB put a lot of emphasis on assessment data and standardized testing without actually creating action plans from administration on down to individual teachers. I feel that too often lofty plans are made to improve schools without encouraging teachers to meet with each other and collaborate together about how to best teach students. I feel that this belief along with the encouragement to teach using differentiated instruction are what made this article so valuable. Although a lot of the information was a lot of the same educational suggestions we have been learning here at UMF for years, it was very cool to read about it in a scholarly article that was specifically aimed towards our state.
Nation at Risk
I found the Nation at Risk articles to be very interesting. I was very struck by a quote in the first article, which said:
"If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war. As it stands, we have allowed this to happen to ourselves. We have even squandered the gains in student achievement made in the wake of the Sputnik challenge. Moreover, we have dismantled essential support systems which helped make those gains possible. We have, in effect, been committing an act of unthinking, unilateral educational disarmament."
The Sputnik challenge and subsequent arms race was truly one of the steps that has brought American education to where it is today, and I think that this is something that is not recognized or even known by the general populace. In the earlier article, I found that many of the issues that were discussed we have addressed here at UMF, by way of differentiated instruction and an appreciation for the differing learning styles of students.
Although I do not think that the result of the earlier article (namely, the NCLB act) was worth it, I believe that if it truly was the kick-start that got America discussing education in a serious manner, than we may look back on it one day as one of the greatest articles in American Educational history. Although NCLB has many flaws and has perhaps caused far more problems than it has improvements, the theory behind it (ensuring that minorities and lower-class students were given extra help) was sound. The educational conversation has been initiated, and even 25 years later as we work out the kinks we continue to grow and try new approaches we are continuing the conversation for the better.
"If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war. As it stands, we have allowed this to happen to ourselves. We have even squandered the gains in student achievement made in the wake of the Sputnik challenge. Moreover, we have dismantled essential support systems which helped make those gains possible. We have, in effect, been committing an act of unthinking, unilateral educational disarmament."
The Sputnik challenge and subsequent arms race was truly one of the steps that has brought American education to where it is today, and I think that this is something that is not recognized or even known by the general populace. In the earlier article, I found that many of the issues that were discussed we have addressed here at UMF, by way of differentiated instruction and an appreciation for the differing learning styles of students.
Although I do not think that the result of the earlier article (namely, the NCLB act) was worth it, I believe that if it truly was the kick-start that got America discussing education in a serious manner, than we may look back on it one day as one of the greatest articles in American Educational history. Although NCLB has many flaws and has perhaps caused far more problems than it has improvements, the theory behind it (ensuring that minorities and lower-class students were given extra help) was sound. The educational conversation has been initiated, and even 25 years later as we work out the kinks we continue to grow and try new approaches we are continuing the conversation for the better.
Empowerment
Wow, this chapter was a nice relief from some of the sadder and more depressing sections!! I immediately connected with the very first entry, which discussed the teacher who had many of her students announce that they wanted to be teachers. From my own personal experience I have had many teachers tell me that they could not be more proud of their students that go on to follow their dreams, make tons of money and pioneer in their fields, but they are truly moved by their students that want to go on and teach their knowledge to others.
I did not agree however with the teacher who discouraged her student from publishing a poem that would be her 'coming out' as a lesbian. I can understand the teacher having the student weigh the pros and cons of publishing the poem, but straight up discouraging the student was, I feel, very wrong. I feel that the teacher got a little too involved in the situation, especially when she encouraged her student to come out to her parents. Teachers dance a fine line between being adult role-models and politically neutral educators. As disappointing and discouraging as this may be, it is the world we live in.
I did not agree however with the teacher who discouraged her student from publishing a poem that would be her 'coming out' as a lesbian. I can understand the teacher having the student weigh the pros and cons of publishing the poem, but straight up discouraging the student was, I feel, very wrong. I feel that the teacher got a little too involved in the situation, especially when she encouraged her student to come out to her parents. Teachers dance a fine line between being adult role-models and politically neutral educators. As disappointing and discouraging as this may be, it is the world we live in.
Disillusionment
I felt that this section addressed many of the issues that I am personally concerned about in my own teaching career. The entry about the special education teacher who had a caseload of 26 students to keep track of all with separate IEPs and 6 classes each to keep track almost made me break out in a sweat as though they were my own responsibility... As someone who went to a very small high school myself, I am constantly afraid that I have aimed all of my teaching towards smaller schools and smaller classrooms. This entry made me think a lot about the different ways I will have to come up with to ensure that my students each know that I am aware of what is going on with them and that I can give them each individual attention as needed. The age of smaller schools is rapidly coming to a close, and I feel that many teachers become overwhelmed with the sheer amount of students in their classrooms. I don't know yet what the answers are, but I am glad that my eyes were opened to this issue.
I also related very personally to the entry about the coach and teacher who taught in the same school that his sons went to, and had to face the fact that he had neglected his own children in favor of helping students who needed his support, in his opinion, 'more'. My father coached football and wrestling for my two younger brothers, and although he was not a teacher also, my brothers have had to grapple for years with the fact that my father knew that my brothers were 'tough' and supposedly didn't need the encouragement that he would give out to the other athletes. When I am a teacher, I will strive to teach in a different school system to allow my children the space that they need to grow and have experiences without my presence, but even more than that I think that it is important that educators dole out their encouragements to ALL students, regardless of how much they appear to 'need' the reinforcement.
I also related very personally to the entry about the coach and teacher who taught in the same school that his sons went to, and had to face the fact that he had neglected his own children in favor of helping students who needed his support, in his opinion, 'more'. My father coached football and wrestling for my two younger brothers, and although he was not a teacher also, my brothers have had to grapple for years with the fact that my father knew that my brothers were 'tough' and supposedly didn't need the encouragement that he would give out to the other athletes. When I am a teacher, I will strive to teach in a different school system to allow my children the space that they need to grow and have experiences without my presence, but even more than that I think that it is important that educators dole out their encouragements to ALL students, regardless of how much they appear to 'need' the reinforcement.
Engagement
I thought that the engagement chapter was thought provoking, even if I did disagree with some of the ways that the teachers got their kids engaged. I think that one of the common mistakes that teachers make in the engagement of their students is that they think that if they get down on the students' level and use humiliation and humor (derogatory, degrading or otherwise) that they will be respected and trusted as an adult to 'understands'. In the entry that discussed the student who was making an argument about homosexuality being wrong, the teacher called her out and asked her to recite the ten commandments. The student was humiliated and became angry about the situation, and although I think that the teacher DID teach a lasting lesson about blind faith, I feel that this was done in the wrong way. By humiliating the student, the teacher was opening up a can of worms that I, were I that teacher, would not want to open. Even IF that student's parents didn't call the school administrators in outrage, the teacher was possibly showing students that it is OK to humiliate students based on their religious beliefs. I also think that it would be easier for the teacher to have taught the students the same valuable lesson using real class material, which would not open the teacher up to sharing his own political beliefs (because unfortunately, sexuality has become a political issue). I feel that random teachable moments are very valuable teaching tools, but must not illicit knee-jerk reactions.
Thursday, November 4, 2010
Educational Issue: Technology
I thought that the set up of this presentation was very creative... Having each of the presenters act as a teacher/educational professional with different questions and issues was really helpful, because it put us all into the mindset of actually having to think like teachers who were dealing with what technologies to bring into our schools, how to deal with stubborn, old-school teachers who are technology resistant, and also how to cope with having limited resources to share among your fellow teachers. I think that many times in my educational career I have been faced with these questions, but putting myself into the actual mindset of a teacher dealing with that situation in real-life as really constructive and made me ask questions and consider things that I haven't thought of before. Although Ben was hard to convince, I find that one of my greatest fears about my teaching career will be dealing with resistant teachers, and I really enjoyed brainstorming different ways to get Ben into the technological world!! Bravo, you guys!! Well done!!
Thursday, October 28, 2010
Educational Issue: Motivation
I love love loved this lesson!! I thought the links were extremely valuable, due to the awesome content. I thought that the interactive history/English games would definitely boost motivation in my classroom because they are not only fun and engaging but really informative and not too far off task. I thought the the 'true and false' segment was also well used to get our brain's engaged in the subject matter and thinking about the topic. I thought that the 'nightmare students' table was also very interesting because I truly wasn't sure how to react to the students in question, and I found myself wanting to go to the 'send him /her to the office' standby, which really shocked me because I do not think I am/want to be that kind of teacher. I was really thankful that I was faced with these issues because it really made me think about putting a student's motivation above punishment.
Tuesday, October 26, 2010
Educational Theories
Perennialism is an educational view that believes everything taught to students should build students as human beings, with a focus on principles and values. Liberal topics are taught widely, and perennialist teachers focused on the Socratic method with a balance of power between teacher and student.
Essentialism is an educational view which focuses on the fundamental subject of schooling (reading, writing and arithmetic) while still teaching students using progressive means. Essentialist teachers focus on the classics, believing that the classics contain points accessible by all, such as respect for authority, a sense of duty, and other values.
Behaviorism is an educational view made popular originally by B.F. Skinner, and teachers of this model believe that the student should be treated as an individual with not only educational needs but also emotional needs. Behaviorists also believe that behavior in students is greatly impacted by the school environment, and by changing that environment a teacher can change a student's behavior.
Positivism is an educational view that puts focus on the scientific method as the best way to teach due to the positivism belief that real knowledge comes from what students can see, smell, feel and hear, and that only by verifying facts and inquiring after truth can students truly learn.
Progressivism is an educational view that focuses on students as social creatures who learn best when they are collaborating with each other to logically work out problems using hands on projects and experiential learning.
Reconstructionism is an educational view that states that schooling should not be separate from the society outside the school. Reconstructionists believe that teachers should be involved in politics and other venues of social change, and bring that into the classroom. Reconstructionists also believe in the value of community service, believing that schools should prepare students for their roles in their communities.
Humanism is an educational view that focuses heavily on the whole child with an emphasis on the student's self esteem, built up by setting appropriate goals and seeing those goals through to the end. Humanistic classrooms allow students the opportunity to make choices based on their interests and spend the amount of time on that interest that they want, within reason. Humanistic classrooms also have a heavy focus on self-teaching and self-evaluation. Humanism has a goal of enhancing the 'good' in students.
Constructivism is an educational belief that stems from the idea that students learn based on what they process internally with their own ideas and also what they process from outside stimuli. Due to this belief, Constructivist classrooms believe in interaction with peers to help students see different ways to appreciate stimuli and process information, and emphasis is also put on hands on learning so students can experience things first hand. Teachers of this belief lead students to make their own assumptions.
Essentialism was the theory that I felt most connected to, in that I have great faith in the concepts and lessons of the classics, even if I do not always proscribe to the classic ways of teaching them. I felt that Perrenialism went hand in hand with this one, but I perhaps did not agree with the overall assessment point brought up for these two views. I feel that my assessment style (and some of my actual teaching style) leans more towards Constructivism, Humanism and Progressivism, with a dash of Behaviorism (only a dash). I feel that Essentialism and Perrenialism are more of a mindset and a way to go into teaching, not actual pedagogies.
Essentialism is an educational view which focuses on the fundamental subject of schooling (reading, writing and arithmetic) while still teaching students using progressive means. Essentialist teachers focus on the classics, believing that the classics contain points accessible by all, such as respect for authority, a sense of duty, and other values.
Behaviorism is an educational view made popular originally by B.F. Skinner, and teachers of this model believe that the student should be treated as an individual with not only educational needs but also emotional needs. Behaviorists also believe that behavior in students is greatly impacted by the school environment, and by changing that environment a teacher can change a student's behavior.
Positivism is an educational view that puts focus on the scientific method as the best way to teach due to the positivism belief that real knowledge comes from what students can see, smell, feel and hear, and that only by verifying facts and inquiring after truth can students truly learn.
Progressivism is an educational view that focuses on students as social creatures who learn best when they are collaborating with each other to logically work out problems using hands on projects and experiential learning.
Reconstructionism is an educational view that states that schooling should not be separate from the society outside the school. Reconstructionists believe that teachers should be involved in politics and other venues of social change, and bring that into the classroom. Reconstructionists also believe in the value of community service, believing that schools should prepare students for their roles in their communities.
Humanism is an educational view that focuses heavily on the whole child with an emphasis on the student's self esteem, built up by setting appropriate goals and seeing those goals through to the end. Humanistic classrooms allow students the opportunity to make choices based on their interests and spend the amount of time on that interest that they want, within reason. Humanistic classrooms also have a heavy focus on self-teaching and self-evaluation. Humanism has a goal of enhancing the 'good' in students.
Constructivism is an educational belief that stems from the idea that students learn based on what they process internally with their own ideas and also what they process from outside stimuli. Due to this belief, Constructivist classrooms believe in interaction with peers to help students see different ways to appreciate stimuli and process information, and emphasis is also put on hands on learning so students can experience things first hand. Teachers of this belief lead students to make their own assumptions.
Essentialism was the theory that I felt most connected to, in that I have great faith in the concepts and lessons of the classics, even if I do not always proscribe to the classic ways of teaching them. I felt that Perrenialism went hand in hand with this one, but I perhaps did not agree with the overall assessment point brought up for these two views. I feel that my assessment style (and some of my actual teaching style) leans more towards Constructivism, Humanism and Progressivism, with a dash of Behaviorism (only a dash). I feel that Essentialism and Perrenialism are more of a mindset and a way to go into teaching, not actual pedagogies.
Tuesday, October 19, 2010
Philosophies of Education
Idealism
Idealism is a branch of philosophy that deals solely in the mind of the individual. A teacher who leans towards idealism believes that teachers need to show students how to discover things within their minds that are already there, and that students must be self motivated to learn and cannot be taught if they are unwilling. Idealistic teachers will teach students about the past to help them discover for themselves. Idealists believe that there are unchanging truths to the universe.
Realism
Realism is a philosophical school that deals with the physical body and world. A teacher who proscribes to this doctrine believes that knowledge is gained by taking in stimuli using the five senses and in no other way. Students should be taught to experiment and be logical, and teachers are invaluable as an outside influence that can mold students' learning. Realists believe that there are universal laws that cannot be questioned.
Pragmatism
Pragmatists believe that the world is naturally full of change, and Pragmatic teachers believe that all knowledge is in flux, changing with the changing world. Pragmatists believe that the act of learning is more important than what is being learned, and put a lot of stock on problem solving in groups.
Existentialism
Existentialists believe that the world and our existence are essentially meaningless, and as such education is more about discovering your own views and thoughts in an indifferent world. Teachers who are existentialists teach giving students the freedom to use their education to fill in the gaps of their understandings.
I feel that I am an Idealist with Pragmatic leanings. I feel that as an educator I definitely believe that students have access already to everything that we teach them, and that our teaching is just a way for students to unlock the doors in their heads that are keeping them from that information. I believe that even as children we are already who we are meant to be, but that as we grow different stimuli allows us to access the information we already have. I believe that the world, much like our minds, is full of concrete and unchanging truth that we are simply unaware or incapable of knowing at this time in history. I feel that the change that we see in the world is simply we as human beings becoming more aware of our own selves and of the Earth as an entity.
Idealism is a branch of philosophy that deals solely in the mind of the individual. A teacher who leans towards idealism believes that teachers need to show students how to discover things within their minds that are already there, and that students must be self motivated to learn and cannot be taught if they are unwilling. Idealistic teachers will teach students about the past to help them discover for themselves. Idealists believe that there are unchanging truths to the universe.
Realism
Realism is a philosophical school that deals with the physical body and world. A teacher who proscribes to this doctrine believes that knowledge is gained by taking in stimuli using the five senses and in no other way. Students should be taught to experiment and be logical, and teachers are invaluable as an outside influence that can mold students' learning. Realists believe that there are universal laws that cannot be questioned.
Pragmatism
Pragmatists believe that the world is naturally full of change, and Pragmatic teachers believe that all knowledge is in flux, changing with the changing world. Pragmatists believe that the act of learning is more important than what is being learned, and put a lot of stock on problem solving in groups.
Existentialism
Existentialists believe that the world and our existence are essentially meaningless, and as such education is more about discovering your own views and thoughts in an indifferent world. Teachers who are existentialists teach giving students the freedom to use their education to fill in the gaps of their understandings.
I feel that I am an Idealist with Pragmatic leanings. I feel that as an educator I definitely believe that students have access already to everything that we teach them, and that our teaching is just a way for students to unlock the doors in their heads that are keeping them from that information. I believe that even as children we are already who we are meant to be, but that as we grow different stimuli allows us to access the information we already have. I believe that the world, much like our minds, is full of concrete and unchanging truth that we are simply unaware or incapable of knowing at this time in history. I feel that the change that we see in the world is simply we as human beings becoming more aware of our own selves and of the Earth as an entity.
Thursday, October 14, 2010
Teaching Hope: Rejuvenation
This section I found not quite as moving as the other sections, but I still enjoyed it very much. I really enjoyed the entry that talked about the teacher who wrote notes to all his students who were struggling and sent on a retreat, giving them all a copy of the 'Serenity Prayer' that has always been one of my absolute favorites and a true calming influence on my own life. I felt that by giving these students this prayer that the teacher was truly making a statement to them, telling them that they can only control so much in their lives and that they should strive to take life one obstacle at a time. I also loved that when the teacher was telling the student the overwhelming amount of work that the student still had to make up that the student put him back in his place, by handing him a pile of make-up work he had done so far and showing the teacher the Serenity Prayer.
I also enjoyed the entry that had the students going to a special over-night retreat that recreated the difficulties of life around the world, including in the inner-cities. Although I did not entirely understand the premise of the retreat or the details, I thought that it was a very powerful learning exercise. The student who refrained from 'raiding' (which I imagine was socially fun and challenging) to protect her 'baby', herself having home issues where her own mother abandoned her. I would love to set something up like this for my students, a sort of 'desert island' simulation or whatnot that is both fun but also gives students opportunities to make the tough decisions and learn about themselves and each other. I had some experiences like this in mostly middle school, and I enjoyed them very much. I feel that in high school an experience like this would be invaluable.
I also enjoyed the entry that had the students going to a special over-night retreat that recreated the difficulties of life around the world, including in the inner-cities. Although I did not entirely understand the premise of the retreat or the details, I thought that it was a very powerful learning exercise. The student who refrained from 'raiding' (which I imagine was socially fun and challenging) to protect her 'baby', herself having home issues where her own mother abandoned her. I would love to set something up like this for my students, a sort of 'desert island' simulation or whatnot that is both fun but also gives students opportunities to make the tough decisions and learn about themselves and each other. I had some experiences like this in mostly middle school, and I enjoyed them very much. I feel that in high school an experience like this would be invaluable.
Thursday, September 23, 2010
PBS School Series 1950-1980
I found that this chapter of the PBS School series was a lot of information that I had learned in my Special Education classes here at UMF. It never ceases to amaze me how hateful people have been in our American history, and seeing footage of the first schools to be desegregated always gives me shivers. To see the people lining up and shouting at elementary aged children as they go into a school building is something that I do not feel can or should ever be forgotten by anyone in this country, let alone students and teachers.
I feel very lucky to have grown up in America during a time where I as a female had anything and everything available to me. I think it is often easy for women of my generation to forget because we are white and middle class that there was a time in our nation's history when even we were second class citizens. I found myself feeling a little guilty watching the part of the film in which Title IX was discussed, because frankly it has never really crossed my mind as a student or educator that even here in America women have had to fight for their right to be on the same level as men.
I feel very lucky to have grown up in America during a time where I as a female had anything and everything available to me. I think it is often easy for women of my generation to forget because we are white and middle class that there was a time in our nation's history when even we were second class citizens. I found myself feeling a little guilty watching the part of the film in which Title IX was discussed, because frankly it has never really crossed my mind as a student or educator that even here in America women have had to fight for their right to be on the same level as men.
PBS School Series 1900-1950
I have always been fascinated by the early practices of education, and this episode on American education from 1900- 1950 was no exception. I found it appalling that students coming to America had to actually go to school part-time because of the massive influx of children from overseas whose parents longed for their children to have better opportunities than they themselves had.
I found the concepts of Dewey to be really refreshing even though he was so before his time that his vision could not be truly appreciated. The concept of exercising the body and the mind, of moving from class to class, having art classes and nature classes, and also teaching life skills are things that I feel are essential to a well balanced education. I am saddened that at the time these concepts were misunderstood, because I feel they could have done a lot of good for the youth of our country at this crucial time in history.
I also found the discussion of IQ testing to be shocking and fascinating. I would give just about anything to get an original copy of one of those IQ tests for the wall in my office!! The concept of asking students questions that even I don't know the answer to, and then having the results follow that student for the rest of their education incredible. The cultural and socio-economical biases of these tests were mind-boggling, and it is just terrible to me that even years and years later I had to take IQ tests before entering kindergarten. A dark chapter of our country's educational history, but fascinating none the less.
I found the concepts of Dewey to be really refreshing even though he was so before his time that his vision could not be truly appreciated. The concept of exercising the body and the mind, of moving from class to class, having art classes and nature classes, and also teaching life skills are things that I feel are essential to a well balanced education. I am saddened that at the time these concepts were misunderstood, because I feel they could have done a lot of good for the youth of our country at this crucial time in history.
I also found the discussion of IQ testing to be shocking and fascinating. I would give just about anything to get an original copy of one of those IQ tests for the wall in my office!! The concept of asking students questions that even I don't know the answer to, and then having the results follow that student for the rest of their education incredible. The cultural and socio-economical biases of these tests were mind-boggling, and it is just terrible to me that even years and years later I had to take IQ tests before entering kindergarten. A dark chapter of our country's educational history, but fascinating none the less.
Teaching Hope: Challenges
I found the 'Challenges' chapter very difficult to read for many reasons, both because I found most of the stories to be very heartbreaking but also because there are many mixed messages within the stories. One of the common issues that the teachers in this chapter had was the moral dilemma of whether or not to report the abuse of one of their students, even if the student begged them not to. In the stories, some of the teachers did what they were supposed to and reported it, while others did not report the abuse. I feel that these chapters sent very mixed messages to the reader, as the teachers who did as they should and told the administration came to regret their decision while the teachers who did not tell felt good about their decision and felt the trust of their students was all important. The bottom line for myself as a teacher is that I would never be able to forgive myself if something terrible happened to one of my students when I knew that there was a history of abuse. I do not feel that a teacher does his/her students a favor by keeping their secrets as far as this issue is concerned, and I feel that all teachers should tell their classrooms right up front that they will have to report any such stories being shared with them, especially in an English classroom where writing is abundant.
Another story that was truly difficult for me was the story about the amazing student who always got good grades who killed herself. This was difficult for me, because when I was younger, in Elementary and Middle school, I had many of the same issues that the girl in the story had. I feel that it is a mistake for teachers to assume that their brightest and best students will feel that their grades and their intelligence is it's own reward, and that despite social problems or awkwardness these students will be just fine. These students are just as at risk, if not MORE at risk, than a student who is openly acting out and causing trouble.
Although I feel that in some situations it can be very beneficial to share personal experiences with students, I was very critical of the teacher who told her class about her own rape. I realize that in this situation it was something that the class responded well to, and that it gave other students the courage to speak out, but frankly I feel that something that personal to a teacher has no business in a classroom. I thought that the teacher who spoke of his own molestation as though it was someone he knew had the right idea. In the case of that teacher, he was able to judge the response of the class and take it from there, letting the feedback and reception of the students tell him if he should take the conversation further or leave it the way it was.
Another story that was truly difficult for me was the story about the amazing student who always got good grades who killed herself. This was difficult for me, because when I was younger, in Elementary and Middle school, I had many of the same issues that the girl in the story had. I feel that it is a mistake for teachers to assume that their brightest and best students will feel that their grades and their intelligence is it's own reward, and that despite social problems or awkwardness these students will be just fine. These students are just as at risk, if not MORE at risk, than a student who is openly acting out and causing trouble.
Although I feel that in some situations it can be very beneficial to share personal experiences with students, I was very critical of the teacher who told her class about her own rape. I realize that in this situation it was something that the class responded well to, and that it gave other students the courage to speak out, but frankly I feel that something that personal to a teacher has no business in a classroom. I thought that the teacher who spoke of his own molestation as though it was someone he knew had the right idea. In the case of that teacher, he was able to judge the response of the class and take it from there, letting the feedback and reception of the students tell him if he should take the conversation further or leave it the way it was.
Generations Article Response
First and foremost, I know how BOTH Kennedys were killed, but moving right along… I found that this article was very interesting and also very instructive. As a waitress I work with boomers, Gen Xs and Gen Ys. I have truly noticed that there are huge differences between us all, and as a teacher I know I will be faced with these same problems.
I have to admit I was very satisfied with the article's assessment of my generation (Gen Y) being very similar to the Veteran generation, because I truly do feel that my generation has a lot in common with the generations of yore, working hard to achieve an end result, but rarely allowing work, or our private lives, to take over the other sphere. I've worked very closely with Boomers over the years, and frankly I have heard more than once that I remind them of their mothers. I feel that my generation has a lot to offer with the work ethic of the Veterans but open minds with fewer prejudices and stigmas in our heads than are in those that came before.
I recognize that in the work place I will have to deal with workaholic Boomers for whom work is their life with set ways and procedures and Generation Xers who will be angry with change or motivation on my part. Although I do not think I will interact with many of the Veteran generation in my work life, I can see that it will be a true challenge creating a niche for myself and my colleagues among these very different generations.
I have to admit I was very satisfied with the article's assessment of my generation (Gen Y) being very similar to the Veteran generation, because I truly do feel that my generation has a lot in common with the generations of yore, working hard to achieve an end result, but rarely allowing work, or our private lives, to take over the other sphere. I've worked very closely with Boomers over the years, and frankly I have heard more than once that I remind them of their mothers. I feel that my generation has a lot to offer with the work ethic of the Veterans but open minds with fewer prejudices and stigmas in our heads than are in those that came before.
I recognize that in the work place I will have to deal with workaholic Boomers for whom work is their life with set ways and procedures and Generation Xers who will be angry with change or motivation on my part. Although I do not think I will interact with many of the Veteran generation in my work life, I can see that it will be a true challenge creating a niche for myself and my colleagues among these very different generations.
Thursday, September 9, 2010
Teaching Hope: Anticipation
I found these anecdotes to be not only interesting but the perfect length to keep my attention and also to portray their messages in a concise and meaningful manner. While some of the stories truly impressed and motivated me, others caused me some serious concern. In the third entry, the teacher describes being petrified on her first day teaching and ends up sharing with her class some very personal stories right off the bat, such as the fact that she used to stutter and never used to talk in her own classrooms. I found this to be far too much information for a new teacher to share with her students. It is my personal opinion that this particular teacher, rather than connecting with her students, had rather given them all the ammunition they would ever need to not only distract the class by trying to get under her skin but also to potentially truly hurt her feelings, causing her to possibly burn out quickly or even reconsider her choice to be a teacher. Although I do believe that sometimes a personal anecdote can truly enhance a classroom, too much information can cripple a teacher's effectiveness and also cheapens teachable moments where a teacher could truly connect to a student by sharing a piece of their own experiences with them.
I was both impressed and a little disconcerted by the entry where the teacher discussed being asked by a class of his/her students sexual questions that they weren't aloud to ask in sexual education. This situation truly frightens me as a future educator, because like the teacher in question I believe that the worst thing that could have happened was for those kids to have received no answers for their questions, but I would also be afraid of the potential fallout from parents and other teachers if the students told them about the impromptu sex-ed class in my English class.
I really like the teacher that talked about the 'three birthdays' who wished all of his students a happy birthday on their first day of high school. I thought that this was a wonderful idea, and also a wonderful way to explaining to students that there are different times in one's life when everything that they had known before is about to change, and the expectations the world has for them are changing also. I feel that this idea is one that will stay with students right up until their 21st birthdays, and they will celebrate these milestones appropriately.
I was both impressed and a little disconcerted by the entry where the teacher discussed being asked by a class of his/her students sexual questions that they weren't aloud to ask in sexual education. This situation truly frightens me as a future educator, because like the teacher in question I believe that the worst thing that could have happened was for those kids to have received no answers for their questions, but I would also be afraid of the potential fallout from parents and other teachers if the students told them about the impromptu sex-ed class in my English class.
I really like the teacher that talked about the 'three birthdays' who wished all of his students a happy birthday on their first day of high school. I thought that this was a wonderful idea, and also a wonderful way to explaining to students that there are different times in one's life when everything that they had known before is about to change, and the expectations the world has for them are changing also. I feel that this idea is one that will stay with students right up until their 21st birthdays, and they will celebrate these milestones appropriately.
Tuesday, September 7, 2010
Diversity Article Reflection
I found this article to be very informative despite the fact that I have read many, many articles on the very same subject. I was very refreshed that not only did the article state that all students learn differently, but that students who do not learn well under the instruction of the hot new teaching fads are labeled "disabled". I felt that this small sentence truly embodied the meaning of the whole article, and also called to mind the fact that teaching is an ever changing field in which students either sink or swim depending on what researchers tell teachers will work. I also enjoyed the breakdown of students' learning styles, where cognition, conceptualization, affect and behavior were all separately analyzed as parts of a students personal diversity. I also enjoyed that the article also mentioned that the situation of the teacher as a diverse individual can effect their teaching just as much as a students' situation an effect their learning.
As a teacher I feel that this article made me truly appreciate how differently students can digest even the most successful of teaching methods. I especially appreciated the example that was given where two people watching the same movie in a movie theater would remember different things later on. I feel that this comparison is a perfect comparison for the classroom, as even the most intelligent individuals will not remember the entirety of a movie and will appreciate it in their own personal way depending on their personal culture and background. I also truly enjoyed the analogy that a classroom should be more of a "salad bowl" than a "melting pot", encouraging all different kinds and using them to complement each other rather than trying to beat them all into uniformity. If all teachers appreciated these points students would enjoy a much more successful learning environment.
As a teacher I feel that this article made me truly appreciate how differently students can digest even the most successful of teaching methods. I especially appreciated the example that was given where two people watching the same movie in a movie theater would remember different things later on. I feel that this comparison is a perfect comparison for the classroom, as even the most intelligent individuals will not remember the entirety of a movie and will appreciate it in their own personal way depending on their personal culture and background. I also truly enjoyed the analogy that a classroom should be more of a "salad bowl" than a "melting pot", encouraging all different kinds and using them to complement each other rather than trying to beat them all into uniformity. If all teachers appreciated these points students would enjoy a much more successful learning environment.
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