On-Line Resources

http://www.sparklebox.co.uk/
http://www.lauracandler.com/
http://www2.scholastic.com/browse/teach.jsp
http://free.ed.gov/
http://www.canadianteachermagazine.com/
http://www.statcan.gc.ca/edu/edu01_0000-eng.htm

My Philosophy of Teaching

My philosophy on teaching begins and ends with respect. I believe that respect is essential in everything a teacher does and there is no replacement for it in the classroom. Respect helps maintain classroom management in that its very essence is based on modeling behavior of the teacher to the students. With respect in the classroom, there will be teaching and learning happening. The environment will be free of fear and will be a healthy place to conduct learning.

I believe that a teacher, just as a parent, cannot do it all on their own. There is a plethora of people helping out both on center stage along with behind the scenes and the teacher (the conductor in this little example) needs to be aware of all of them as well as use these resources whenever necessary.

I believe that students may need to take baby steps when building up their knowledge bank. Sometimes it takes a few shaky steps before you can stride with confidence and a few more confident strides before you can run (and even fly). I believe that the work being done in the classroom must be valid to the outside world. After all, that is where they are being taught to use it. I believe that Gardiner is onto something with his different levels of learning and that Maslow's work is also important in that you cannot freely think if you cannot hear the thoughts in your head over the growling of your stomach. I believe that the past must be taught so that we can learn from the 'mistakes' which caused such harm and yet brought the human race to where it is today. I believe that every culture has something of value and should be introduced, addressed and discussed with respect. I believe that we should NEVER give up on children. We should not tag or label them - especially before they have had a chance to hit their stride. In doing so, we are restricting them and not giving them a chance to show us what they can do; just reminding everyone of what they cannot do.

I believe that I am young and green and that many of my views will change with time and experience but one thing which I do not think will change is the amazement I feel in regards to children, their learning and how they must be the ones leading the way with an adult only along as a guide on their educational trip.

Chapter Thirteen

Testing is a way to asses learning. It is a great way to see what is sinking in and whether the nature of your teaching is effective. Using it in a way that tells you what the students already know as well as what they need to know is a good way to inform you of where to start so that you are not below or above the level which the students are currently sitting. I believe that grading is necessary in the older grades but not in the younger grades. There are so many things which they are being taught and shown and re-taught that they are still at the beginning of learning how to learn. All of the basics are building with practice and guidance and some people just do not pick up on them as quickly as others. To grade a student before they have had a chance to find their legs may just pigeon hole them before they even know what a pigeon hole is. Why begin a prophecy which may one day be self-fulfilled?

The other way to look at grading as a way to communicate with the family at home regarding how a student is doing in the class. There are better ways to do this than to assign a letter (or number) to their name and call it a day. One way is the Triad conferences where the student takes their parent(s) around the class/school and show them what they have been doing and what they have learned. The teacher is also available at this time to talk with the parents regarding any issues or questions that either party has. Notes home in agendas are a quick way to communicate as well and do not have the stigma attached to grades.

As it is expected of the teacher to assign grades, I will. This I have a very hard time doing though for the reason stated above. I would prefer to discuss how a student is increasing in the skills at hand and whether there are any concerns but beyond that, I would prefer to share anecdotes of what is happening in this student's school life. Are they being vocal in their opinions? Are the opinions well thought out or still surface reflex responses. In the older grades, I would also like to include self-assessment and meta-cognition as a part of assessing the students in their learning. having them write a September piece then a December piece and have them compare the two a little later on in the year.

A grading plan for my class (given the choice) would be a co-operative piece. It would have my assessment of how the student is doing in each of the subjects. Whether they are showing an understanding of the concepts at hand or whether they need a little more assistance in the area yet. It would be based on:
- E : Expert - has mastered the mateial at hand and is ready for the next level.
- J : Journeyman - is gaining the knowledge needed but is not yet proficient at this level.
- N : Novice - has the basics but still struggling.
- N/A : Not Applicable
these 'grades' would be accompanied by an explanation/anecdote sharing why this grade was given. The second part of the grading plan would be completed by the student sharing how they think that they are doing in each of the subjects. depending on the grade, it could be as simple as circling the face which they feel is appropriate to answering in question form how they feel they are doing.

Chapter Twelve

Planning is an interesting concept. As many teachers who have been in the field for some time will tell you, there is no time to make lesson plans in the detail which is required during the education process of becoming a teacher. Many of the teaching methods which I admire have little direct pre-planning and more of an exploration style where the lessons follow the route set forth by the student’s interests and what they are currently fascinated by. This cannot be pre planned but the teacher must be open to it and have an iron clad grasp of the curriculum to have both sides meet. Education is more meaningful when it is relevant to one’s life so (as an example) having resources available to the students who love motorcycles will make it more meaningful for them. This in particular could be done for learning to read and write, science in the objects in motion cluster and in math. With all of that being said, a teacher need to have a game plan and an idea of what they could teach for each area to start off with and work with if the students are not leading him/her in a viable direction. My planning would be a combination of the two approaches. I will have a ‘game plan’ but be open to (and looking for) ways to make learning personal for the students and incorporate as many of their interests into the lessons as possible.

Chapter Eleven

Classroom management without a doubt is essential. Without it, there can be no learning or teaching happening. My philosophy is that respect must be an integral part of classroom management and that it cannot be an environment of respect if the teacher walks into the classroom and states “here are the rules… obey”. I believe that classroom management relies on teamwork and co-operation and these are built upon respect as a foundation. I will set the rules with the class, talking with them about how many societies rely on rules to govern behaviour and make it so expectations in regards to behaviours and responsibilities are fair. The first rule I will suggest to the class is to respect themselves, respect others and respect property. With these covered, I do not really see a need to make redundant rules such as “no hitting” as they are covered. Before this rule is in place though, I would discuss what is meant by the term respect and what it sounds like and looks like. A rule cannot be valid or enforced if it is not understood. With allowing (and encouraging) the student to make their own class rules, I hope to instil in them a sense of ownership and hopefully this will lead them to abide by the rules of their own accord.

Chapter Ten

If all of those heart-wrenching motion pictures have taught us nothing but one thing is that the teacher strives to reach and motivate and inspire the hard to reach students to bring them into the educational light. I believe that this (if nothing else from those movies) is correct, just as you must strive to help the students who are flourishing in a class and keep them motivated and challenged you must help the students on the other end of the spectrum. This is done by making the assignments applicable to them and giving them choices. Yes, they must complete the work to show that knowledge has been gained but they need not do it principally in paper form. They might take off and write a song, interpretive dance or video of their own. I think that the think to be specific of here is to be sure that boundaries and expectations are set early and by both parties involved. If the options put forth are not intriguing enough to the student, allow the student(s) or class to come up with some other options which pique their interest. For some students, the pressure of a given time-line may not help matters, in this case, consider having the student set an (acceptable) guideline and see if the self-initiative this provokes helps the assignments along. If, after setting their own goals, their work is not in hold them accountable. That is what will happen in 'real' life and that is what should happen in education as well - for are we not attempting ot teach them how to get along in real life?

Chapter Nine

As a learner, I often find myself agreeing with Piaget in that knowledge is a body of ever changing ideas which are greatly influenced by the world around us. This accounts quite well for the differences in culture and how different people from all over the world know so many different things. I also think that there are steps which one must follow and that a great many of those are universal which agrees with both Skinner and J. Anderson but I am still partial to the fluid knowledge of Piaget. I agree with him too that the teacher is the facilitator and not necessarily the bearer of knowledge, nor should the teacher be. The role of a teacher is to help the student find a way to get by in this world on their own which often means encouragement and an occasional hint in the 'right' direction but not being led by the hand to gain the exact experiences as my neighbor does. With this in mind, the learning is left up to the individual and with them at the reigns it is their seeking of knowledge and will be meaningful to them. I agree with Piaget that learning is learning how to think, question and answer those questions on ones own.