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Importance of teamwork to the students
Importance of teamwork to the students
The philosophy of education
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Philosophy of Education Norms and values are a reflection of society’s standards of behavior. Since society evolves from each generational perspective, the “norm” is continuously changing. As a result, the rising adults have a grave influence on how the world will evolve into the next generation. What we teach our students today will reflect the success of our future. How we, as teachers, get our messages across will definitely influence the student’s ability to apply that knowledge. From my experiences and what I have encountered I intend to incorporate the Pragmatic and Idealistic philosophies into my classroom, based on my predictions on how to be a successful teacher. The Pragmatic approach to education involves placing the students as a number one priority. This type of classroom environment would give the child an opportunity to make decisions, which is a crucial part of living a successful life in today’s societies. I would provide a classroom with a helpful and productive atmosphere. This would transform the classroom into a community of learners. This would give the children hands on experience with a project that needed solutions and the idea of how important “team work” can help in solving difficult situations. Students in my eyes will absorb a greater amount of material if they are actively involved in its processes. I concede with the theories of social reconstructionism in that I truly feel that in order to make a group successful, each individual that is apart of that group must be successful. This idea promotes human growth and development with the incorporation of flexibility in a student’s education. This flexibility will help the student deal with and be able to overcome conflicts within t... ... middle of paper ... ...cation pole, and I believe that the Idealism approach should also be incorporated into the classroom. There is no right or definite way to do anything; this should be kept in mind while performing any task. I feel like focusing on children and being a positive influence does nothing but benefit the child and the future of our world. That after all is what teaching is about, providing the tools to keep the world running. I think sometimes the foundation of teaching is repressed in the minds of teachers, do to the overload of stipulations placed on them daily. Whom are we really hurting here? The children are the ones who suffer. If the children stay as the focus in each classroom and are positively influenced by the teacher then education, what it truly means, will be reached. I plan to incorporate all of this into my everyday classroom. I hope others do to.
Both Ronald Morrish and Craig Seganti have been educators for many years and have subsequently developed their theories over many years of teaching. Both believe that it’s important first to establish the belief in students that the educator has the authority and is in command. Morrish and Seganti both also stress the importance of establishing rules and teaching students how to comply with those rules. For instance, Morrish and Seganti assert that it’s critical to practice appropriate classroom rules. Both also agree that it’s important only to make rules that you’re absolutely willing to enforce and that students should not be involved in creating these rules. Moreover, Morrish and Seganti also have similar perspectives regarding how self-esteem
It is hard for me to even condense the realizations that this book has made consider about my mindset and the mindsets of others. It has enlightened me to consider several situations and how the mindsets can steer outcomes in a certain direction. They can impact lives. Both educationally as a teacher (leader role), the mindsets of students, and the mindsets of interacting with others become a leading role in being able to provide an engaging and safe educational environment for all students.
One of Glasser’s fundamental principles is that teachers and administrators should make school enjoyable —a place where students want to be. He asserts that most problems between teachers and students are caused by unsatisfactory relationships facilitated by what Glasser calls the seven deadly habits such as criticizing, blaming, complaining, nagging, threatening, punishing, and rewarding students to control them. To improve relationships and support students in their learning, he encourages educators to replace the seven deadly habits with the seven connecting habits, which are supporting, encouraging, listening, accepting, trusting, respecting, and negotiating differences. In building strong relationships with students, Glasser asserts that teachers should endeavor to befriend students rather than tell must and mustn’t do. Furthermore, reasonable rules of class behavior should be established. Glasser suggests teachers rely on one fundamental rule of behavior, known as the Golden Rule. He says that a few other rules may be necessary occasionally, but the Golden Rule should be fundamental to
A teacher’s personal philosophy of education is a critical element in his or her approach to guiding children along the path of enlightenment. Hence, there are five key educational philosophies recognized in the field of education. These include, Essentialism, Perennialism, Progressivism, Existentialism, and Behaviorism (Sadker & Sadker, 1994, p. 382-83). Each carries both positive and negative tenets, at least in my opinion. Therefore, I prefer an eclectic discernment in my quest of an educational philosophy. Because, my idea of the perfect teacher is one, who inspires learning in addition to just relating the required facts. A certain amount of creativity, enthusiasm, and motivation is required of the teacher. Certainly, this is a tall
Many of my students are functioning on grade levels ranging from kindergarten to 9th grade, so the material I chose must be chosen wisely. I primarily use three of the types of educational philosophies, but have used all 5 in various ways during my years teaching. Beginning with perennialism, I use my previously learned knowledge from real life experiences to talk with my students about life outside of the classroom. The delivery of my knowledge is to advise students on how to discipline themselves to become productive citizens in the community. Next, idealism is used in my classroom by establishing goals for my students to achieve. Students are given annual goals based on their needs, my instruction, and assessments. Then, realism is implemented by relating curriculum and applying it to real life events. For
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.
“An essentialist philosophy of education puts the teacher front and center as an intellectual and moral role model. Direct instruction is encouraged, but other instructional methods are used if they prove effective. Students are expected to listen and learn as they follow the rules of a classroom” (Philosophical Foundations 276). I believe that the teacher should be the main facilitator in a classroom, but that students should have a say in the classroom. I think it is important that a teacher guides and directs a classroom so that everyone is on the same page, but also gives room for students to be creative and have a
I could go on at length, discussing all aspects of my praxis as an educator, however, that would lead to a paper of excruciating length. These aspects of my teaching pedagogy that are delivered in this praxis statement are those that I feel strongest about upholding. It is important for educators to value their students and the perspectives and cultures they bring to the classroom. Student-centered education is what I find to be the key to great teaching, and overall, is the greatest way to allow students to value and grow through their own self-exploratory and self-directed education. Valuing and appreciating each of your students is what makes teaching such an enlightening, uplifting profession.
Before taking my philosophy self-assessment, I was sure my highest score would fall somewhere in humanistic or social change. I was surprised when I saw that all of my scores fell within six points of each other in all five of the philosophies. After thinking about this, I have determined that I have come to see the benefits of each of the philosophies of education and have drawn pieces from each one in order to shape my own philosophy of education and teaching. Behavioral, progressive and humanistic are the three philosophies that I scored highest in and I will attempt to show how my philosophy relates to ethical teaching of each in today’s classroom. In Nodding’s Philosophy of Education he says, “Thoughtful people continue to examine the old responses, to generate new ones induced by changing conditions and to reflect on current responses in the interest of making education as good as it can be.”
The democratic teaching position offers students different perspectives on an issue while encouraging them to seek different points of views and to think divergently (Grant & Gillette, 2006). This is important when discussing current events and social issues in a classroom because varying opinions will be present, even at a young age. As a facilitator of discussions, teachers need to teach their students a multitude of viewpoints on varying issues so they are able to create their own beliefs on issues. The teacher needs to be sure not to persuade any of their students to hold one opinion or the other which can be done if teachers provide the beliefs of all the parties involved. Students need to begin learning how to form opinions on their own and having discussions on topics where all viewpoints are included. This is helpful in social reconstructionism because the curriculum of this philosophy will focus on social injustices were many different opinions will be fostered but all students will be required to be respectful of others’ viewpoints. This skill can begin at a young age as it is one all people will need throughout
The most important job of an educator is to stimulate a child’s interest in learning. Often teachers are too harsh on a child which makes them close off their mind to the learning process. Too often a child becomes negative about their learning and if teachers can turn negatives into at least one positive then they can open the door for increased learning. Half of the battle of teaching is keeping the child open to learning so they can teach children who want to learn. Idealism in the philosophy of education reveals, “Teachers model an inquiring mind and an admirable character; promote development of student minds, character, values, and personal responsibility.” (Layman, White, 2003, pg. 25) An educator must have an open classroom where the child can be free to express their points of view without being criticized for possibly being wrong. ”In idealism, the aim of education is to discover and develop each individual's abilities and full moral excellence in order to better serve society.” (Cohen, OSU, School of Education)
My teaching philosophy is rooted in my goal to effectively teach all my students and instill in them a love of learning. I want my students to understand that learning should take place not only in the confines of the classroom, but throughout their everyday lives. I strive to help them become life-long learners and to seize their own opportunities to gain knowledge.
The future of our nation rests greatly on how we educate our children. The children of today will soon be the driving force of tomorrow. In order to properly prepare our future citizens of society, we must provide them with an education that teaches them not only the basics of reading, writing, and arithmetic, but also social skills and critical thinking. Progressivism offers this approach of educating the “whole child.” This student-centered approach to learning applies learning in a social manner and allows students to apply what they are learning to real life. This type of learning is much more meaningful than rote learning. Curriculum and assessment are based on the child and their level of interest and ability, and instruction is varied to adjust to different learning styles. Children learn by doing, and progressivism believes in incorporating a hands-on approach to learning. The teacher in the progressive classroom is not a dictator but more of a mentor and guide to the student. She takes the children into consideration in everything she does and allows them to offer their input. The progressivist teacher also facilitates social interaction among the students and groups them together for projects so that they may learn how to work cooperatively. Progressivism is the key to a more educated, better-rounded society.
There are many different styles of teaching philosophies that regard themselves as the teaching foundation of how classrooms function when it comes to learning. This paper focuses on the two distinct teaching philosophies that circle around the way teachers teach and students learn. The two categorical philosophies are teacher-centered and student-centered, which are self-explanatory on what it pertains to. According to Sadker & Zittleman (2010), the table they provide include specific philosophies of student-centered and teacher-centered philosophies (p. 291). The following table consists of brief descriptions of: Progressivism, Social Reconstructionism, Extentialism, Essentialism, and Perennialism.
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