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Hegemonic assumptions in education
Observing behaviours
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Contents • Essay report………………………………….……P 1-4 • Peer observation………………………………..P 5 • Critical incident questionnaires ……………P 6 With reference to the core readings associated with this module and the four critical lenses described by Brookfield describe a hegemonic assumption that came to your attention during your school placement. Explain how this came to attention and why this assumption can be defined as hegemonic. Critically reflect on this assumption and the implications it has for you as a teacher “Hegemonic assumptions are assumptions that we think are in our own best interests but that actually work against us in the long term “Teacher S. Brookfield (1995). Becoming a critically reflective teacher. University of Michigan: Jossey-bass. P 203. In this report I am going to describe one of my hegemonic assumptions to do with the issue of classroom management. I will reflect on the issue from my learning inside the classroom and critically reflect using Brookfield’s four lenses my learner autobiography, the student’ perspective, peers/ colleagues perspective and theoretical literature. In this essay, I will identify my hegemonic assumption; explore why the assumption is hegemonic, how this assumption came to my attention in and prior to TP With regards classroom management it would have been one of my key concerns going out on teaching practice. From my school days I felt for teachers that it was hard enough to teach pupils information with a positive learning environment and in classes with predominantly disruptive pupils it was almost impossible. Before going out On TP I spoke with 3rd years students in U.L who had previously done TP for some advice perhaps on my teaching. One of them was constantly saying ‘le... ... middle of paper ... ...om environment as a whole. The pupils seemed to thrive under these new techniques for teaching and their motivation for class activities continually grew with my new attitude to teaching. I also found my teaching to be a lot better as a result as I engaged much more with the pupils are our pupil-teacher relationship blossomed around this change in assumption In conclusion I feel that I have gained knowledge that can only be obtained through hands on experience in the classroom. With this experience I changed my assumption about classroom management techniques and have a totally new outlook which will only aid me as a teacher. This will be of great help to me going forward but I feel as a teacher you must be constantly open to learning and improving Bibliography: • Essential teaching skill in schools, C. Kyricou, 2009, Nelson Thornes; 3 edition (April 2009)
To be a successful teacher one must first understand their own personal classroom management strengths and build from those attributes. Equally important are those areas of concern that could benefit from professional development or active conscious practice. As a future educator I have been exposed to many management styles and strategies throughout the course of the semester in the Creating Positive Learning Environments classroom as a result I can better understand my own personal managerial strengths and areas that also raise concern.
The thesis of Stephen D. Brookfield’s book, Becoming a Critically Reflective Teacher, is that teachers usually have specific assumptions about what effective teaching really means and what it entails. In this regard, teachers embark on imparting knowledge and new skills to their students based on what they assume to be the best approaches as appertains to effective teaching. Additionally, Brookfield (1995, p. 9) goes on to propose that these teachers never really pose to examine the nature of these assumptions, which essentially guide the way they intuitively instruct their students. Some of these assumptions might be well-meaning but they might not necessarily translate to effective teaching. This is especially the case where the students being taught are either specialized or prone to holding their own opinions regarding the effectiveness of their teacher, which then affect the way they respond to a specific teacher’s lessons.
My personal philosophy of classroom management focuses on creating an environment where children feel safe and where they feel like they belong. I will create this environment for my fourth grade class through making my expectations of the students clear while developing an engaging lesson plan and personable interactions with my students. I developed my philosophy from studying different theorists and based my philosophy on the theories of Glasser and Kounin. Glasser believed that the teacher’s roll in the classroom is that of a leader rather than a boss. He believed that students should be given power in the classroom and that the teacher should share it with the students. I will use his ‘7 caring habits’ specifically supporting and respecting to help my classroom feel safe and welcoming to my students. Meeting the individual needs of my students will be the focus of my classroom management routine. I will meet individual needs by promoting self management and self efficacy in my students by creating an environment that that has predictable and consistent daily routines while focusing on my student’s successes (Shindler, 2010). Having a predictable routine will encourage a success oriented environment and will reduce anxiety and help towards creating positive self efficacy in each of my students (Shindler, 2010). In Glasser’s Choice Theory he talks about focusing on the present and not bringing up the past (Glasser, 2010). Therefore, I will focus my classroom on being goal driven and will help each student obtain their goals. Thus, helping my students have positive self efficacy. I will apply Kounin’s technique of Momentum (Pressman, 2011). This involves the teacher keeping exercises short and moving around the room a lot so...
In my twelve years of teaching experience, one thing that most of my colleagues have struggled with at some point in their career has been classroom management. Classroom management is one many keys to instructional success. Unfortunately, many have left the teaching field due to lack of knowledge of classroom management best practices.
As I reflect on what I have learned through the first half of the course, I am enlighten of the information that I have read as it influence me as a Therapist and an upcoming teacher. To learn about how to manage a classroom and recognize behaviors in a student to establish a successful classroom setting is always important to a teacher, but to actually read different strategies and discuss the information with other classmate to get a valid understanding in the information, improves my knowledge and capability to provide the information with both my clients and future classroom
Malmgren, K. W., Trezek, B. J., & Paul, P. V. (2005). Models of classroom management as
Unfortunately, these are some of the reasons why many young teachers leave the profession; they don’t feel like they have the tools or support. A training that will help teachers with classroom management is usually welcomed because there is a need. We all know that (in perfect world) better classroom management will reduce referrals and increase time on task, but how do you do it? This was a huge reason why I found the material to be important because I was dealing with this on a daily basis as a teacher and wanted
9) Backes C.E. and Ellis, I.C. (2005). The Secret to Classroom Management. Retrieved on April 13, 2005 from http://www.acteonline.org/members/techniques/may03_story2.cfm.
In today’s society, teachers are faced with ongoing challenges and need to be equipped with a range of teaching options and strategies so they are able to make the best possible decisions in their lessons. A teacher needs to be equipped to make appropriate decisions and consistently reflect on their effectiveness. This essay explains how professionalism, teacher reflection, decision making, classroom management, effective questioning and adhering to the constructivist model of thinking are all elements contributing to a valued professional in today’s society.
First and foremost, I believe that the teacher should be in control of the classroom. Students are young, and they do not usually know what is best for them. Therefore, the teacher should be the one to choose the lessons and decide what is going to be taught each day. This traditional practice of orienting the class around the teacher is one of the main principles of the essentialist philosophy. To encourage this in my classes, I w...
As I reflect on my experiences observing in three different classrooms over the last three months, I cannot express how much I have learned by being in the classroom. I began the Master of Science in Education last fall and previous to the practicum experience I had taken 8 classes. I read books, listened to the experiences of my classmates and instructors, reflected on my own education, and tried to imagine how this information was going to prepare me to face a classroom of elementary school students. While I learned theories and skills that should be known by any educator, these classes could not teach me what I most desired to know: what tangible steps could I take to correctly implement all of the correct ways of teaching.
The school that I visited was new. It was the first year of the school opening. The school board had combined two schools into one, so the students had to adjust to their new environments and new individuals. They seemed to be getting along well with each other. Since the school is new the teacher has to adjust to new problems that araise. Times for the subjects and times for using the computer labs change. So the teacher must always be fixable for anything. In this observation of this classroom I learned about the enjoyment of teaching. How you have to adapt to each of the students.
Education is an ever-changing part of society. A classroom teacher is faced with new challenges and obstacles that have never been dealt with before. Students come to the classroom with different life stories. Every student has strengths and weaknesses that surface in the classroom environment. Teachers must understand and focus on utilizing each student's strengths and work to improve weaknesses. Students learn in a variety of ways. The classroom must be a safe zone that appreciates student's viewpoints and allows room for mistakes. When topics in the classroom are related to "real-life" experiences, the information is more likely to be retained. Students learn from one another. The ideas and perspectives that each student brings to the classroom can bring insight into what is being learned. Students have to be allowed to explore new ideas, try them to see if they work, and sometimes fail. When students are encouraged to explore, they begin the process of becoming lifelong learners.
Pike, B., & Bradley, F. (1997). The philosophy of teaching: Developing a statement that thrives in the classroom. Clearing House, 70(3), 125. Retrieved October 6, 2011 from http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9703092460&site=ehost-live&scope=site
Lyons, G., Ford, M., & Arthur-Kelly, M. (2011). Classroom Management: Creating Positive learning environments. South Melbourne: Cengage Learning.