There are so many thoughts that jump to the forefront of my mind when I think of what ‘good teaching’ means to me. I think of bringing enjoyment into my classrooms. Of ensuring knowledge is passed on to future generations. Of helping our people see the errors our ancestors made so that we will not make them again. To do all of these things I must use every bit of knowledge and experience I have. Otherwise I would just be wasting both my time and the students’. Without good teaching practices you cannot have good learning. They are irrevocably intertwined.
I have had the benefit of many great teachers throughout my schooling. When I look at any school I attended, from kindergarten through college, I have many more good memories from my classes than bad ones. This is one of the major reasons I want to be a teacher. I want to help students see the wonder in the world around them and motivate them to make it better. One of the biggest this from my experiences that I want to bring to my future classroom is a personal interest in the subject matter. It is readily visible when a teacher enjoys the topic they teach and I have seen how an interested teacher can gain the student’s interest so quicker than an uninterested one. I have this passion for history, so I know I can bring this enthusiasm to a classroom. Another aspect from past classes I would like to use is the use of multimedia in lessons. Topics have always seemed so much easier to pay attention to when they are shown in a variety of ways rather than just one. Even if the one method is a movie or reading from a book, students lose interest in the lesson. However, if a topic is presented in several ways than my classmates and I have been much more attentive. Unfortunately, not all teachers or even classes have just good features. One such negative was whenever a teacher would dismiss a student’s views. Everyone has a different life experience and no one’s should be pushed aside just because the teacher does not agree. Even if the student’s view is different from the view the presented in the textbooks the student’s view must still be acknowledged. No one has the right to say a person’s opinion is worthless. Even when you do not agree with someone else you should at least listen to them and acknowledge they have value as a person. The most important fact for me to remember is that no matter issues I face as a teacher, I can look back to my experiences and to my coworkers to look for an answer.
It seems as if everyone that has any contact with students forms their own theories about how teaching is best done. When it comes to the four Schools of Philosophy and the ways these Philosophies appear in schools, I believe a mixed approach is best. I do believe in the Social Reconstruction perspective where social issues can be solved by educating students so they can take action as adults, but I believe this is best implemented with a dose of Idealism in that students must be taught that all ideas have power and even a small one can snowball into a large movement or effect (Ebert). I also believe that the Existentialism is essential for a good education. Mentally exploring what makes a person who he or she is often is the biggest achievement an individual can have (Ebert). What good is memorizing facts and figures if you do not know how to take responsibility for how you use them or what type of type of person you wish to be? In addition to these major philosophies of teaching, I am interested in is Social-Emotional Learning. A teacher using this method seeks to form a strong emotional base for a class. This involves ensuring all students get any support they require and that academic progress is encouraged through understanding rather than disregarding any social or emotional factors that may be hindering advancement. These methods can thankfully be used in any type of lesson plan and thus can and must be a daily part of the classroom in order to build a level of understanding (Bohlin).
Anyone can claim to want to follow a philosophy, but implementing one is an entirely different act. It is my how that by using these methods and styles I will be able to create the classroom environment I desire. The classes will be comfortable not only physically but emotionally as well. I will ensure that students are physically placed where ever they would benefit most. I would also ensure every student had the emotional support required to succeed, including working with counselors if necessary. I would like to post the projects my students create during our lessons. I feel that seeing these successful assignments up will give them motivation to continue their work and if they enjoyed a project they may even look forward to the next one. Hopefully, this will make the room colorful and a visually pleasant place to be in. As far as the audio aspect of my future class, I hope the most common sound is discussions between the class and I, as well as between the students. I want all of use to have free flowing discussions about topics to enable better understanding and expansion of topics. When all of this is combined with a good class dynamic I want my future classrooms to be a place my students look forward to being in instead of dreading as far too many students dread school.
Works Referenced:
Bohlin, Lisa, Cheryl Cisero. Durwin, and Marla Reese-Weber. EdPsych: Modules. New York, NY: McGraw-Hill Higher Education, 2009. Print.
Ebert, Edward S., and Richard C. Culyer. School: An Introduction to Education. Belmont, CA: Wadsworth Cengage Learning, 2011. Print.
I have had the benefit of many great teachers throughout my schooling. When I look at any school I attended, from kindergarten through college, I have many more good memories from my classes than bad ones. This is one of the major reasons I want to be a teacher. I want to help students see the wonder in the world around them and motivate them to make it better. One of the biggest this from my experiences that I want to bring to my future classroom is a personal interest in the subject matter. It is readily visible when a teacher enjoys the topic they teach and I have seen how an interested teacher can gain the student’s interest so quicker than an uninterested one. I have this passion for history, so I know I can bring this enthusiasm to a classroom. Another aspect from past classes I would like to use is the use of multimedia in lessons. Topics have always seemed so much easier to pay attention to when they are shown in a variety of ways rather than just one. Even if the one method is a movie or reading from a book, students lose interest in the lesson. However, if a topic is presented in several ways than my classmates and I have been much more attentive. Unfortunately, not all teachers or even classes have just good features. One such negative was whenever a teacher would dismiss a student’s views. Everyone has a different life experience and no one’s should be pushed aside just because the teacher does not agree. Even if the student’s view is different from the view the presented in the textbooks the student’s view must still be acknowledged. No one has the right to say a person’s opinion is worthless. Even when you do not agree with someone else you should at least listen to them and acknowledge they have value as a person. The most important fact for me to remember is that no matter issues I face as a teacher, I can look back to my experiences and to my coworkers to look for an answer.
It seems as if everyone that has any contact with students forms their own theories about how teaching is best done. When it comes to the four Schools of Philosophy and the ways these Philosophies appear in schools, I believe a mixed approach is best. I do believe in the Social Reconstruction perspective where social issues can be solved by educating students so they can take action as adults, but I believe this is best implemented with a dose of Idealism in that students must be taught that all ideas have power and even a small one can snowball into a large movement or effect (Ebert). I also believe that the Existentialism is essential for a good education. Mentally exploring what makes a person who he or she is often is the biggest achievement an individual can have (Ebert). What good is memorizing facts and figures if you do not know how to take responsibility for how you use them or what type of type of person you wish to be? In addition to these major philosophies of teaching, I am interested in is Social-Emotional Learning. A teacher using this method seeks to form a strong emotional base for a class. This involves ensuring all students get any support they require and that academic progress is encouraged through understanding rather than disregarding any social or emotional factors that may be hindering advancement. These methods can thankfully be used in any type of lesson plan and thus can and must be a daily part of the classroom in order to build a level of understanding (Bohlin).
Anyone can claim to want to follow a philosophy, but implementing one is an entirely different act. It is my how that by using these methods and styles I will be able to create the classroom environment I desire. The classes will be comfortable not only physically but emotionally as well. I will ensure that students are physically placed where ever they would benefit most. I would also ensure every student had the emotional support required to succeed, including working with counselors if necessary. I would like to post the projects my students create during our lessons. I feel that seeing these successful assignments up will give them motivation to continue their work and if they enjoyed a project they may even look forward to the next one. Hopefully, this will make the room colorful and a visually pleasant place to be in. As far as the audio aspect of my future class, I hope the most common sound is discussions between the class and I, as well as between the students. I want all of use to have free flowing discussions about topics to enable better understanding and expansion of topics. When all of this is combined with a good class dynamic I want my future classrooms to be a place my students look forward to being in instead of dreading as far too many students dread school.
Works Referenced:
Bohlin, Lisa, Cheryl Cisero. Durwin, and Marla Reese-Weber. EdPsych: Modules. New York, NY: McGraw-Hill Higher Education, 2009. Print.
Ebert, Edward S., and Richard C. Culyer. School: An Introduction to Education. Belmont, CA: Wadsworth Cengage Learning, 2011. Print.
Personal Philosophy of Teaching and Learning | |
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