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The impact of culture on education
The relationship between culture and school
Effective teaching
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Teacher ideology The relationship between teacher ideology and teaching is a salient one, where both must be intrinsic, to reduce the appearance of pseudo. The personal beliefs of a teacher can function as an asset or an impediment to many students, especially regarding classroom behaviors and student expectations. As Darder et al. (as cited in Bartolome´, 2004) explains, …In addition to understanding ideology as a societal level phenomenon, [Ideology must also] be understood as existing at the deep, embedded psychological structures of the personality. Ideology more often than not manifests itself in the inner histories and experiences that give rise to questions of subjectivity as they are constructed by individual needs, drives, and passions, as well as the changing material conditions and social foundations of a society (p. 8). Ideology is neither neutral nor un-bias, however, it can be curbed and exemplified in a fashion that is advantageous to the educational needs of students. Mrs. Smith provided …show more content…
Furthermore, Bartolome´(2004) suggests, …there is…an urgent need to identify effective counter-hegemonic orientations and pedagogical interventions that work to neutralize unequal material conditions and biased beliefs (p.3). Mrs. Smith’s opened the lesson with a simple question, “What is an example of something you use to reflect who you are,” yet contained in that question is a powerful underlining message that can resonate with students as they seek to make sense of the world around them. Her approach enabled conscious reasoning and individual contributions to shape the learning environment. She in no way pressed her ideals on her students and validated their various responses to the question, with positive acknowledgments and often elaborated a student’s reply to make sure it was captured
Teach For America provides me an exciting opportunity to help bridge the inequality gap for kids in low-income communities, while helping me grow towards my career goals. This organization will allow me to strengthen the abilities I have learned as a tutor for children in my community and cultivate the skills necessary to be successful in the legal profession. Both my experience helping low-income kids and ambition to develop the attributes of a legal professor will support my mission to be an accomplished corps member.
Fielding, J., Christison, M., Harding, C., Meston, J., Smith, T., & Zook, D. (2009). Perspectives on ideology. Don Mills, Ontario: Oxford University Press.
Ideology is defined as the representation of the imaginary relationship of the individuals to the real conditions of their existence. This creates an air of false consciousness that conceals the truth, controls class conflicts, and maintains the status quo. Ideological State Apparatuses, the institutions in which ideology operates, imposes onto individuals a designated role, or forme, and restricts their ability to transcend those objective roles. Since humans cannot recognize themselves outside of their assigned ideologies, they must acquire their identities by seeing themselves through the perception of others. (Althusser ISA's)
Teacher tenure. What does this word mean? In many's eyes, tenure is seen as an unfair advantage to teachers and a cruel rule to students. However, according to teacherunion.com, “tenure is the practice of guaranteeing a teacher their job.” Typically, all teachers earn this privilege through quantity, and not by quality. Just a few years after starting to teach, they are granted tenure. And because of Teacher’s Union, it is almost impossible to break a teacher (i.e. a bad teacher) from this rule.
The concept of ideology dates back to the time of the early Marxists who were seeking answers for the lack of a working class revolt against the exploitative Capitalist social system (Open Polytechnic, 2014; Barker, 2009b). They believed that people were taught to hold beliefs that lead to a false understanding of the social world and so reinforced the world-views of the powerful and the status quo of society as being both natural and inviolate (Open Polytechnic, 2014; Barker, 2009b). This teaching is carried out in the home, through the church, education system and mass media (Barker, 2009b). The emphasis on ideology as a means for reinforcing a group/s position of dominance has led some scholars to reject the concept as outdated in today's society as there is no longer a coherent dominant culture (Barker, 2009b). Others have taken the power aspect out of it and focus on it as people’s "principled idealised beliefs about the world and associat...
When I become a teacher, I will espouse an anti-traditionalist education philosophy. That is, I will reject the traditions that have stymied the critical thinking and democratic values that schools should inculcate in American youth and instead focus on creating a curriculum
Ideology is a way of thinking that reflect the social needs and political doctrines of an individual or group. There are many different people and different circumstances this results in a variety of different ways of thinking, values and beliefs. Our ideology grows with us from childhood. From the moment you are born the family influence begins to impact your thought process.
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.
Jaime Escalante, a great educator, once said, “The teacher gives us the desire to learn, the desire to be Somebody.” As a teacher, my goal will be to show students that each of them can be whatever they want to be, and not only are they capable of being good at what they do, they can be the best. To reach this goal, I must be an effective teacher, which I believe can best be accomplished by teaching in a way that is comfortable for me. Therefore, I will not base my classroom around one single philosophy; I am going to seek comfort by utilizing certain aspects of different educational philosophies, namely essentialism, existentialism, progressivism, and social reconstructionism.
Education is meant to be the key to a successful life. It is supposed to inspire great ideas, and prepare each and every generation for their future. However, school for today 's generation fails to meet those requirements. Every student knows education is important, but when school is not engaging or in some cases, even relevant, it makes learning difficult. Improving the school system is something educators attempt to accomplish every year. Despite their best efforts, there are numerous flaws students see, but adults overlook. There is a lack of diversity for students to learn, an overabundance of testing, and students’ voices are being ignored on how to create a more productive learning experience.
For idealists, a school’s primary focus is to refine the student’s intellectual process, as well implement exemplary models of behavior. Teachers would not only model ideal behaviors, but have full authoritative control over the classroom and the orderly process of educating students to strive for goodness. (“Five Educational Philosophies,” n.d.) Essentialists schooling is practical, with the focus on creating productive members of society, through basic curriculum of reading, writing, and arithmetic. Students are required to work hard, be respectful, and be disciplined, while teachers control classrooms through an authoritative approach (“Five Educational Philosophies,” n.d.).
The one belief I had about teaching that has changed since I began this unit, is that all teachers, more or less, taught in the same way. Perhaps this is a belief that I had formed from my own time at school, where all my teachers taught in the same way; some were more or less effective, but I wasn’t aware of them using theories or methods as such, more that they were or weren’t kind people. This belief has changed and it has really opened my ideas to the many creative models, and instructional methods a teacher can use.
Before, the education system used to have the best interest of children but instead it seems as if the professionals who work for the system cares more about the job qualifications than the true value of education and how well the people are attaining it. Public education uses to led the road to success, but after going through thirteen years of it and seeing what the public education system is all about, people have come to realize that it only affect others later on in life negatively.
Without dwelling extensively on the definition of ideology (to be largely discussed in Chapter 3), I will confine to quoting van Dijk (2006) in briefly synthetizing the multidisciplinary lens (social, cognitive and discursive) through which ideological values should be explored:
Education is a very powerful key to success in modern day American society. More often than not, a person will not be able to find a decent job unless they have graduated from a reputable college with a degree. Because of this change in society, it has brought a lot of pressure by parents for their child to graduate and get a degree. A lot of those who graduate with a degree are not always the best candidate for the job, and even with the degree, they are not even always guaranteed a job. But personally, getting an education shouldn’t be as big of a deal, as it is now. Back in the day, most people did not go to college, none the less graduated from high school; yet they still made it through and learned lots of things from their jobs that they acquired.