IntroductionWhat makes a teacher? Teaching is like a salad. Think about it. If you were to attend a party for any given holiday, the number of and variations to each salad recipe that might be present for consumption could outnumber those present at the party. There are so many different ways to teach, varying circumstances to take into account, and philosophies to apply to each classroom. And what better way to have a positive impact on the world than to offer knowledge for consumption? The term ‘teacher’ can be applied to anyone who imparts knowledge of any topic, but it is generally more focused on those who are hired to do so (teach, n.d., n.p.). In imparting knowledge to our students, it is inevitable that we must take into account our own personal philosophies, or pedagogies, and determine not only how we decide what our philosophies are, but also how those impact our consumers. Show
An analogy is one of a teacher's most useful tools. It helps the instructor relate a difficult concept to something the students will already have the infrastructure for, thus enabling the students to cement the ideas in their mind. Lessons in Pedagogy Early teacher education classes frequently separated the concept of philosophy into separate schools (Roberson, 2000, p. 8). “Philosophy has been taught in the theoretical realm rather than the practical sense,” meaning that the ideas were
placed before the teachers without the scaffolding to create a bridge into the classroom (Roberson, 2000, p. 7). The teachers, as students, were given a body of thought and expected to translate that into lessons for their own students. Once you have the idea, how do you apply it to teaching?
PerennialismPerennialists are instructors who feel that the knowledge that has been passed through the ages should be continued as the basis of the curriculum, like the classic works of Plato and Einstein. Perennialists base their teachings on reason, logic, and analytical thought. Only information that stood the test of time is relevant. They do not illicit student input. The classes most likely to be considered under this approach would be history, science, math, and religion classes (Educational Philosophies in the Classroom, pg.1). PositivismThe instructors whose teaching philosophies are based on documented facts and tangible truths are normally those who would be in the math and science departments. These teachers do not feel that religion and the supernatural should be a part of the thinking process. The idea of uncertainty and the unknown is considered illogical (Educational Philosophies in the Classroom, pg.1). BehaviorismBehaviorists believe in rewards and punishments as an approach to controlling the teaching environment due to their belief in the intrinsic nature of humans to react to internal or external stimuli. This teacher-centered system ultimately allows the students to be controlled by the educator, who makes the environment pleasant or unpleasant depending on the students' behavior (Foundations of Education, pg.1). EssentialismEssentialists believe that there is a universal pool of knowledge needed by all students. The fundamentals of teaching are the basis of the curriculum: math, science, history, foreign language, and English. Vocational classes are not seen as a necessary part of educational training. Classrooms are formal, teacher-centered, and students are passive learners. Evaluations are predominately through testing, and there are few, if any, projects or portfolios. These instructors easily accept the No Child Left-Behind Act because test scores are the main form of evaluation (Foundations of Education, pg. 1). ProgressivismThis is a student-centered form of instruction where students follow the scientific method of questioning and searching for the answer. Evaluations include projects and portfolios. Current events are used to keep students interested in the required subject matter. Students are active learners as opposed to passive learners. The teacher is a facilitator rather than the center of the educational process. Student input is encouraged, and students are asked to find their interpretation of the answer (Educational Philosophies in the classroom, pg.1). ReconstructionismThis student-centered philosophy strives to instill a desire to make the world a better place. It places a focus on controversial world issues and uses current events as a springboard for the thinking process. These students are taught the importance of working together to bring about change. These teachers incorporate what is happening in the world with what they are learning in the classroom (Educational Philosophies in the Classroom, pg.1). ConstructivismActive participation is the key to this teaching style. Students are free to explore their own ideas and share concepts with one another in nontraditional ways. “Hands on activity […] is the most effective way of learning and is considered true learning” (Educational Philosophies in the Classroom, pg.1). Humanism/ ExistentialismAlso a student-centered philosophy, this educational method is based on the idea that the students should be presented with choices about the learning process. The student is engaged in all aspects of learning and works together with the teacher and her peers to develop a curriculum and evaluation system that allows for individual interests and abilities (Educational philosophies in the Classroom, pg.1). Your philosophy of education is what you believe about education and the way children learn.” - Roberson pg 4 In addition, the ‘constructivist’ school of philosophy, rooted in the Pragmatic pedagogy and branched off from the 'Social Reconstructivist' school, has gained much popularity. Around the turn of the century (early 1990s), many teachers felt the rote memorization and mindless routine that was common then was ineffective, and began to look for alternate ways to reach their students (Ornstein, 2003, p. 111). Through the constructivist approach, "students “construct” knowledge through an interaction between what they already think and know and with new ideas and experiences” (Roberson, 2000, p. 8). This is an active learning process that leads to deeper understanding of the concepts presented in class, and is based on the abilities and readiness of the children rather than set curriculum guidelines (Ornstein, 2003, p. 112). Constructivism "emphasizes socially interactive and process-oriented 'hands on' learning in which students work collaboratively to expand and revise their knowledge base" (Ornstein, 2003, p. 112). Essentially, knowledge which is shaped by experience is reconstructed, or altered, to assist the student in understanding new concepts (Ornstein, 2003, p. 112). You, as the teacher, help the students build the scaffolding they need to maintain the information even after the test is taken and graded. Four Philosophies in AssessmentOnce you know how you want to lead your classroom, it is important to consider how to assess your students' progress. And when we think of school, we automatically consider the threesome subjects, Reading, Writing, and ‘Rithmatic. In all aspects of learning, however, the ability to communicate comes to the forefront. Communication is used in class discussion as well as unit test short answers. Writing is present in almost all subjects in some form, and writing translates to communication. Richard Fulkerson (2000), in his article “Four Philosophies of Composition,” questions whether “a […] set of four philosophies of composition might exist, each one stressing a different element in the communicative transaction” (p. 3). Fulkerson’s schools of communicative philosophy fall into the following categories:
While most teachers fall primarily into one school of composition pedagogy, Fulkerson (2000) points out that it is necessary to hold on to them all when he states “they are not mutually exclusive” (p. 6). The trick is to learn when each is applicable and to what extent it should be employed. Hooked on Phonics? So, you know how you want to lead your class, and you have an idea as to which kind of 'grader' you are. What next? Another area where teachers have struggled is simply in helping their students learn to or improve their reading. How do we teach reading? The two battling schools of thought are between those who support Whole Language, and those who support
Phonics. “The disputes have been dubbed the Reading Wars, and the participants call them ‘vicious’” (Collins, 1997, n.p.). Several states have even intervened and enacted laws mandating one or the other. Which is better? Just as in many other walks of life, statistics and studies show that one philosophy of teaching will prevail over another. The National Assessment of Educational Progress, as stated in J. Collin’s article (1997), claims that “from
1971 to 1980 there was a steady improvement in the reading comprehension of nine-year-olds. However, during the 1980s…the scores did not improve and rather declined” (n.p.). What else do I need to know? We’ve discussed the accepted definition of pedagogy, varying schools of thought for assessment, and the difference between reading philosophies. Your salad components are increasing by number exponentially. But what toppings to you
add to your thought salad? What else do you need to consider when you are setting up your classroom, your teaching styles, and your lessons? [You] may spend as much as 60 hours a week creating lesson plans, teaching, advising students, grading, supervising extracurricular activities and meeting with colleagues and parents” Valerie Marchant – Time The first thing to keep in mind is your own knowledge basis. Cadenas (1999) recommends that you “renew and refresh your knowledge of the subject matter” (n.p.) to stay on top of changes and help you incorporate them in to
your lessons. Our world changes so rapidly that to stay on top of technology, your field of expertise, or even other areas that can be integrated into your subject matter, it is necessary to take a class or attend a seminar every once in a while (Cadenas, 1999, n.p.). Conclusion You are
ready to graze at a Fourth of July picnic. You walk over to the table, and you see an array of salads ready for you to dive in to them. How do you pick which ones you want to sample now or save for later? How do you narrow the choices down? Study Questions 1. Amy is working with
her third grade class to improve their reading skills. She is asking them to write the words on a specific list down and break them apart based on their syllables and then combine them back into their original words. Amy is making use of which theory for reading? Answers: 1(b); 2(d); 3(a); 4(b); 5(c) References Cadenas, H. G. (1999). Revitalize
your teaching—four key elements for success. Contemporary Education, 70 (2), 5-7. Retrieved on January 28, 2008, from Wilsonweb.com website: http://vnweb.hwwilsonweb.com.proxy.lib.odu.edu/hww/jumpstart.jhtml?recid=0bc05f7a67b1790e1e9c442f93fe94fd3dd814f5b54d3854a715b6e9cc14f3538d830ddf5e8d15a6&fmt=H Chef Larry's fall salad with fruit and roasted nut confetti walnut
vinaigrette (n.d.). County Television Network. Retrieved on February 2, 2008, from USASearch.gov website: http://usasearch.gov/search?v%3aproject=firstgov-images&v%3afile=viv_896%4031%3ahDAOGw&v%3aframe=viewimage&v%3astate=root%7croot-20-20%7c0&id=Ndoc22&rpaid=& Licenses and AttributionsWhat does philosophy of education emphasize?The philosophy of education is the branch of applied philosophy that investigates the nature of education as well as its aims and problems. It includes the examination of educational theories, the presuppositions present in them, and the arguments for and against them.
What is Perennialism in philosophy of education?Perennialism values knowledge that transcends time. This is a subject-centered philosophy. The goal of a perennialist educator is to teach students to think rationally and develop minds that can think critically.
What philosophy is being emphasized when the teacher does his her best to teach his students the skills needed to adapt to change?Progressivists believe that individuality, progress, and change are fundamental to one's education. Believing that people learn best from what they consider most relevant to their lives, progressivists center their curricula on the needs, experiences, interests, and abilities of students.
What is essentialism teaching philosophy?Essentialism is an approach assuming that people and things have natural and essential common characteristics which are inherent, innate and unchanging. Thus, it is regarded as an educational philosophy.
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