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The importance of being a teacher
The purpose of education and the role of teachers
The purpose of education and the role of teachers
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Definition of APS (comprehension): An effective teacher provides content that is accurate, current, and most importantly age appropriate to her students. An effective teacher is willing to elaborate on questions or concerns that the students may have. The teacher should be able to clearly explain and demonstrate the steps needed for the student’s success. She should give multiple examples and explanations to better help her student(s). To help students gain a better understanding of what is being taught, the teacher should make the lesson engaging if possible. It will make learning more enjoyable for the students if they can be involved in what they are learning. An effective teacher should tell the students what they are expected to learn. …show more content…
This quote, “I hear and I forget. I see and I remember. I do and I understand.” This should be used in every classroom. Especially since students have a better understanding when they do things for themselves. John Dewey was a famous supporter of experimental education. He voiced his ideas about “curriculum theory in the context of historical debates about school organization and the need to have experience as central in the educational process.” Teacher should try to make all content experimental and hands on. Dewey also stated that an “educator must take into account the unique differences between each student. Each person is different genetically and in terms of past experiences. Even when a standard curricula is presented using established pedagogical methods, each student will have a different quality of experience. Thus, teaching and curriculum must be designed in ways that allow for such individual differences.” This is another reason that makes experimental education important. A teacher should be willing to “experiment” to see which teaching and curriculum methods work best for the individual
Dewey had a holistic child in mind as he developed his theory. Dewey encouraged teachers to involve students within their learning environment (Webb, Metha, Jordan 2013). Dewey wanted each child to learn through experiential means. This meant the task at hand for teachers was to change their teaching methods and to encourage their students to play a part in their learning. This changed education by allowing students to ask questions and to learn by trying direct experiences. John Dewey wanted teachers to take on a whole new thinking process when approaching education in their classrooms. This approach was meant to get rid of the scientific approach and to embrace a new child-centered approach (Schrag 2009). A large area that Dewey influenced and continues to today is within the early education classrooms. Although Dewey helped teachers to make advancements, the Cold War brought up a new challenge; the Science and Math Education
John Dewey dedicated his life to improving the education system through his philosophical beliefs. Some of these beliefs include freedom of the mind and strong bonds between students and teachers. He believed that high schools did not prepare students for the real world by simply teaching the fundamentals of learning: reading, writing, and arithmetic; instead, teachers must prepare students for real-life situations. Dewey suggested that in order for students to perform to the best of their ability they should be exposed to an environment that resembles the real world. These goals should be taught in a democratic environment in which the teachers and students should have equal voices. Also, the needs of the child should be placed above anything else. Through an interdisciplinary curriculum, students could explore their environments through a curriculum that focuses on connecting multiple subjects and choosing their own paths. Unfortunately, high schools do not acknowledge Dewey’s ideals, which often results in students becoming useless members in society, receiving jobs that only have pecuniary benefit.
Skinner’s approach to education did not account for all styles of learning as he disregarded the activities of the mind. Although his reinforcement methods may work with some students, this approach does not work for all, and this is why I believe in taking a learner-centred approach to education, as it can cater all learning styles. Each child brings unique learning preferences, and strategies need to be used to cater to their needs. Dewey believed, students learn best by doing through hands on experience, catering to the kinesthetic learners. A student-centred approach can accommodate all learning preferences; teachers must ensure it is adapted appropriately, allowing the learner opportunities to engage in the lessons and promote their curiosity in all subject
My breaching experiment involved three social norms. These social norms forced people to be in an uncomfortable situation and make a decision as to how they should react to it. The first social norm I experimented with was sitting next to someone in an uncrowded movie theater. I chose this because of the awkwardness it caused. At all three of my trials, occurring from 1-9 pm, there were over fifty empty seats at Carmike on February 21st. The next social norm I analyzed was sitting in someone’s assigned seat. This was chosen because I felt it would be engrossing to observe the different reactions fellow high school students retaliated with, all being different races. At Liberty High School I took someone’s assigned seat five different times,
Locke explains, “Attention and repetition help much to the fixing any ideas in the memory. But those which naturally at first make the deepest and most lasting impressions, are those which are accompanied with pleasure or pain” (8). The majority of classrooms use the former method, so their assistance to students is lessened. The idea that students learn best through sensory or reflective experience is why, as Locke demonstrates, education can be ineffective in teaching students. I agree that much of what a student learns will never be applied, and yet there are some things, such as learning how to read, that students can more effectively be taught through a teacher rather than through
John Dewey’s work on the topic of educational experience was initiated in 1896 at the University of Chicago where he began the University Laboratory School, which was later to become the ‘Dewey School’. Here, over the course of the next forty years, Dewey experimented and researched his conception of education as experience. A final consolidation or summary of this work finally found its capital expression in his book ‘Experience and Education’ in 1938. The legacy of Dewey’s philosophy is far reaching, pervading so much of educational theory particularly in the West, and continues to aid us in designing innovative educational approaches and programs today. Given its pre-eminence, the intention here is to identify and reflect on some of themes presented in this book and to suggest how these ideas might inform my personal development of teacher identity.
Dewey’s pedagogy was one with three distinctive traits: it was democratic in that it called for pluralism. It was a follower of the scientific method in that it was a systemic approach at solving problems and forming judgments, both practical and moral. It prized directed experience as an ongoing process of means as ends and ends as means. These three traits of Dewey’s philosophy are tied to all that he wrote and thought.
When we talk about education, we remember our teachers of elementary, middle and high school because they left their mark on our lives, and are who we truly taught things that even we , and we have to our knowledge, is that the main purpose of my philosophy educational. The basis of my educational philosophy pragmatism. The goal of education for pragmatists is the socialization of the individual and the transmission of cultural ideas of man to new generations. In this way, new generations have no need to repeat it step by step, the experiences of their ancestors (Riestra, 1970). The school must be active in developing critical thinking in the learner. This should not be a passive entity in the process of their education, you must learn to learn . The school must prepare students for this interaction with their environment that is always changing.
Experience and Education portrays John Dewey’s critical analysis of the traditional and progressive education system. He believed that people, no matter their age, did not have an empty mind, waiting to be filled with the knowledge schools offered. Alternatively, he pushed a method of learning where students organized information based on facts by expanding on previous knowledge; such a situation implies that teachers must create an environment as to foster such an experience. Thus, the challenge they face was due to a lack of a strong philosophy of experience in their approach to education.
Dewey's educational theories were presented in his book ‘Democracy and Education’ (1916). Dewey’s thesis is that “education and learning are social and interactive processes, and thus the school itself is a social institution through which social reform can and should take place” (Field, 2001. p.3). In addition, he believed that students bloom in an environment where they are allowed to experience and interact with the curriculum, and where all
John Dewey was one of the most influential American philosopher born in Vermont in 1859. He graduated from the University of Vermont and eventually got his Ph.D. and went on to teaching at other universities. In his book Experience and Education he talks about traditional education, the theory of experience, criteria of experience, social control, the nature of freedom, the meaning of purpose, progressive organization, and at the end he raps it up with the means and goals of education. Dewey was a well-known philosopher and his ideas travel all around during the early 20th century. He had two main principles; the principle of continuity and the principle of interaction that led to what he believed was the proper way to educated students.
The importance of experience in education has always been the subject of philosophical debates. These debates between empiricists and rationalists have been going on for quite some time. Rationalists are of the view that knowledge acquired through senses is unreliable and learning can only be done through reasoning. On the other hand, empiricists believe knowledge is acquired through empirical impressions and concepts that cannot be learnt without being experienced (Evans, 1992, p. 35). This debate was however resolved by Kant who argues that both experience and rationality are necessary in learning. John Dewey was an American philosopher of the twentieth century and he also contributed to the debate on the learning process. In his book Experience and Education, Dewey (1938), he stated, “the belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative” (p. 25). This famous quote has been evaluated and referred to regularly in the debate on learning through experience.
Open learning environment refers to the shared spaces and all the activities therein and the materials provided to children within the early years education context to further enhance their learning opportunities, and provide them with a rich experience in their foundation years.
The more unequal the United States’ education system will grow, the more our poverty line will struggle. Most people believe that hiring tutors or staying long hours after school will help, but little do they realize that all of that can be avoided if every child is given the opportunity to an inexpensive early education. An implemented universal early education program would contribute to a rise in grades, keep families connected, and hope for a better future.
Overall, I feel that the objectives of the lesson was met as the children were able to sort the animals according to two different attributes and describe how they were sorted. This was achieved by asking the children questions to gauge their understanding and by scaffolding their learning as they attempted to sort the animals both individually and in small groups.