Krause, Bochner and Duchesne (p.157) comment that “as learners interact with their environment, they link information learned through experience to previous knowledge, and so construct new understandings and knowledge.” Constructivism then inturn encourages Teachers and Learning Managers to recognise the value of prior knowledge and experiences that each child brings with them into the classroom, and help them (the students) build on their understandings of the world by providing appropriate learning experience plans. This practise of effective teaching and learning has relatively new in classrooms but has already made a great difference in the students’ abilities and interests both in and out of their studies. Constructivist teaching recognises and validates the student’s point of view rather then the necessity of a correct answer. The child is then able to reassess their knowledge and understandings, which in turn boosts self-esteem and confidence. It also encourages children to be involved in classroom activities by self-questioning, seeking answers, comparing situations and establishing links between different ideas.
As a teacher in a classroom, I would do this by implementing active-learning strategies wherever possible, such as inquiry-based activities or real-world problem solving related to what the students know. In teaching students through this constructivist approach, with its emphasis on critical-thinking, I believe that students ' gain an essential skill for lifelong learning: 'adaptive expertise ', which is '[...] the ability to apply meaningfully-learned knowledge and skills flexibly and creatively in different situations. ' (Durmont et al. 2010, p. 84) Not only do they form the basis for lifelong learning, a constructivist-classroom that encourages critical-thinking naturally elicits greater social interactions through discussion and collaboration; an essential part of an education which produces active and
Sergiovanni also states that the book would be useful for parents, school board members and policy makers. Because I have been involved in the education process from the teaching side of education, I see this book as being of particular value to teachers as well. Overall, this book is for anyone who cares about improving the leadership in our schools. The Scope of the Book: The aspects of leadership covered are broad, from analyzing the traditional leadership roles, to the tapping of higher levels of human potential. It is written from the standpoint of managers or leaders and covers point by point the author's ideas of how to shift the environment of schools from that of a "factory" to one of a “learning community.
Another important part of progressivism deals with the teaching method. In my opinion, cooperative learning, critical thinking, and problem solving are the most important teaching methods of progressivism. Let us look at the idea of cooperative learning first. When a teacher uses cooperative learning activities in their teaching methods, they are allowing students to participate in group work. Group work is very important for students.
Another factor I’m akin to about using Progressivism in the classroom is that it is experience-centered and deals with actual problems that students face in life. I agree with John Dewey’s belief that students learn more by doing because it has meaning. An additional belief that Dewey and myself consider vital is that students should learn how to apply previously learned information and skills to solve new issues. This teaches students’ critical thinking skills and problem solving methods. I also favor the Essentialist’s philosophy because it has a strong curriculum based around the traditional subjects of reading, math, and science.
I believe a classroom should be a sanctuary of learning in which the students know from the beginning what is expected of them and the teacher should discuss what is expected of her as a teacher. There needs to be an understanding amongst all involved with the children education. This understanding can lead to a fun filled adventurous classroom that encourages students to strive for the best. I believe when students and teachers are able to learn from each other, the learning environment can be successful. A successful classroom involves having an effective educator who believes they can make a difference in their students’ lives by believing in themselves as productive teachers.
This model of education views the teacher as a facilitator of experiences and projects, a guide who fosters student’s thinking and builds upon the learner’s experience. The teacher is not just putting knowledge into the learner's head, they are also facilitating the students ability to learn. Oftentimes, schools that employ a liberal progressive approach to education will see students refer to their teachers by their first name instead of the traditional “Ms. or Mr.”. Furthermore, the teacher provides the learner with meaningful context, he/she is concerned not only with the student understanding the knowledge, but also making the knowledge meaningful.
I will allow children to become responsible members of our classroom community by using strategies such as class meetings, positive discipline, and democratic principles. In showing children how to become responsible for themselves as well as their own learning, I am giving them the tools to become successful in life, to believe in themselves, and to love themselves. When the teacher's role is to guide, providing access to information rather than acting as the primary source of information, the students' search for knowledge is met as they learn to find answers to their questions.
Progressivists feel that student’s learning is increased and more meaningful when engaged in activities that have meaning to them. Jerome Bruner’s approach, discovery learning, asserts that students must be active in the learning process to learn. The teacher presents the students with examples and the students discover the principles for themselves instead of relying on the teacher’s explanations. A similarly related instructional method of Bruner’s is guided discovery, a method in which the... ... middle of paper ... ...tuations in order to engage the student’s interest. I will assist my students in developing new insights and connecting them with their prior learning.
Being a reflective practitioner means that an educator must take time to think about their processes in the classroom and the outcome of their efforts and find ways to not only progress but to improve upon current their methods. This helps to improve the quality of education for all students and allows educators to develop into more effective educators. Self-reflection and sharing ideas and concepts with fellow educators make for a more well-rounded and effective teacher. I personally like to work with other educators sharing ideas and insights. I learn from others as well as share my ideas with my peers.