My Philosophy of Education There are many ways to educate, express or unveil knowledge to a student. The student’s education greatly depends on the educator’s philosophy of education. This ideological viewpoint appears to be the one true constant that could be a detrimental development influence in the classroom, no matter what curriculum is designed for the student. The students of today possess distinct and different qualities and beliefs that educators are now realizing and learning to adapt to in the classroom. If educators cannot get beyond the boundaries of social class, religion, race, creed, gender, sex, disability or cultural background, then our focus has turned too heavily upon differences and the labeling of students as special needs or underachiever, thus forming harsh pre-expectations toward students in the classroom.
Policies, Principles and Frameworks are the fabric beneath the educational society. With plans of action come positive and negative attitudes towards the influence each will impose on society. Historically, teachers have not been favourably disposed to the policy of increased inclusion of children with special needs within the regular classro... ... middle of paper ... ...the education society, but for now it is each individual teacher’s responsibility to cater their teaching to every student in their classroom. In modern day society it is the Policies, Principles, Legislations and Frameworks such as the Disability Discrimination Act, Inclusive Education Statement – (2005) and the Salamanca statement that have heavily impacted upon the way in which students are educated – whether they have Special Learning Needs or otherwise. Teachers of mainstream modern day society are now becoming aware that every student has specific learning strengths and weaknesses, and therefore each class is universally diverse.
So the question is where exactly power relation in school and education come from? The answer for this question lies essentially on what have been discussed earlier on the schools’ functions. The functions that embedded within schools are prominently linked with and help to prevail schools’ power in a more reasonable and systematic way. The interpretation of school’s power is drawn from several following aspects. From a perspective of parents and the public, the power of school is its capability to educate and secure degree end for its candidates.
Much like essentialism, teachers play a critical role in the education process by guiding students through an open dialog. Perennialists argue that “teachers are more knowledgeable than students who are incompletely formed human beings. Therefore, teachers should assume the authority and command in the classroom” (Moss & Lee, 2010). Robert Hutchins, a prominent perennialist believed “a perennialism teacher has a duty to help students to become cultural citizens and to understand the principles of human knowledge” (Figures, 2013). Perennialists also place a great deal of importance on students being able to prove their understanding through exams and writing.
There are also some who believe that placing these students in an acceleration programs will decrease their academic motivation. (Gallagher, 2014) There will always be a mystery when gifted and talented students are present in your classroom. They can be treated on both sides of the spectrum, being fragile and breaking under pressure or treated like freaks and are unable to relate to their peers. It is a teachers responsibility to make sure all students feel comfortable and safe in the classroom. It is also the teachers job to provide a curriculum to motivate and encourage student development even if it means placing them in an acceleration program.
Joe wants to do well, but has been conditioned to have a fearful reaction after spelling tests are announced, due to errors made in the past. Mary does not care about the reward system (i.e., points), demonstrating that children learn in different ways. It’s important for teachers to provide opportunities for children to work with their preferred learning style. The second concept raised is the need for teachers to have a deep understanding and awareness of these learning styles, further taking this into account when planning and teaching. This concept is highlighted by the teacher’s recognition of inconsistent results within the class.
What do I teach? How do I teach? These are seemingly very simple questions but an average teacher like me find them very difficult to answer. The pondering of these two questions led me to different roads which later, in my musing, I find difficult to converge. All the curriculum has are the goals and competencies and the teachers still chooses which content and performance standards to prioritize and how these targets are met and a teacher’s philosophy plays a critical role in this decision-making.
It is the educator or the teacher who can know these and take appropriate methods to develop those powers (Hirsch, E. D. Jr. 1987). History of education is essential the history of mankind. It consider not only what is taught at a particular society at a particular time, but also based on how, where, by whom, to whom, why and what belief. The history of education is thus a rich and complex study, it make the students aware of what has been thought and done in the past also offers opportunity for gaining much more than life less information, it permit the students to understand not only what happen but why allowing him/her to make judgment (Daniel, N. Sifuna et al 1964). EDUCATION IN GREEEKS In Greeks education generally we are referring at least three different social and education the Spartan the old and the new where Athenian.
This essay discusses how knowledge and power are created, communicated, and eventually assessed in secondary classrooms. High school teachers often rely on a highly structured environment for fear that any attempt at providing students with pedagogical freedom will result in classroom chaos or anarchy. I ague that it is necessary for teachers to break from this structural binary of discipline. When they engage in radical pedagogies they create spaces for dialogic learning and the possibility for change. This essay is a result of many important influential forces on my professional life: teaching high school in the Pittsburgh Public Schools, the writings of John Dewey, and the radical and critical pedagogies expressed by Paulo Freire, Henry A. Giroux and others.
There are rare circumstances when the student may disrupt the class, but he has an important reason for causing the disruption. If the teacher does not use discernment he may not deal with the situation appropriately. Therefore, the teacher needs both control and love in the classroom to determine what the students need. Essentialism, just like perennialism, is