Both Ronald Morrish and Craig Seganti have been educators for many years and have subsequently developed their theories over many years of teaching. Both believe that it’s important first to establish the belief in students that the educator has the authority and is in command. Morrish and Seganti both also stress the importance of establishing rules and teaching students how to comply with those rules. For instance, Morrish and Seganti assert that it’s critical to practice appropriate classroom rules. Both also agree that it’s important only to make rules that you’re absolutely willing to enforce and that students should not be involved in creating these rules. Moreover, Morrish and Seganti also have similar perspectives regarding how self-esteem
Haas and Flower created an interesting point when I read “Rhetorical Reading Strategies and the Construction of Meaning “. In the reading, Haas and Flower, provided multiple propositions to apply, however a key one certainly caught my eye. Haas and Flower proposed various arguments, yet their main idea implied that there needs to be an increase in rhetorical reading. I came to the conclusion that increasing rhetorical reading was their main point due to a statement in the text. “We would like to help extend this constructive, rhetorical view of reading, which we share with others in the field…” [Haas and Flower, 167] the following statement blandly states their intention to spread an important strategy, reading rhetorically, among community.
One of Glasser’s fundamental principles is that teachers and administrators should make school enjoyable —a place where students want to be. He asserts that most problems between teachers and students are caused by unsatisfactory relationships facilitated by what Glasser calls the seven deadly habits such as criticizing, blaming, complaining, nagging, threatening, punishing, and rewarding students to control them. To improve relationships and support students in their learning, he encourages educators to replace the seven deadly habits with the seven connecting habits, which are supporting, encouraging, listening, accepting, trusting, respecting, and negotiating differences. In building strong relationships with students, Glasser asserts that teachers should endeavor to befriend students rather than tell must and mustn’t do. Furthermore, reasonable rules of class behavior should be established. Glasser suggests teachers rely on one fundamental rule of behavior, known as the Golden Rule. He says that a few other rules may be necessary occasionally, but the Golden Rule should be fundamental to
This book describes the seven laws of teaching every educator must know in order to work with children on a day-to-day basis, and how we, as future educators, need to view our students. The Seven Laws of Teaching was originally written by a man named John M. Gregory in 1884, and then rewritten by a man named Charles Walker. John M. Gregory was a teacher from the beginning, as he started teaching when he turned seventeen. Gregory then continued onto be a leader in many educational organizations and many schools and universities. In 1917, Charles Walker wrote a revised copy of The Seven Laws of Teaching, and although he may have changed a few words, Walker didn’t want to change the original completely. Walker simply changed the outlook on students based on the difference of time in the world. When Gregory
In the 21st century, teachers experience many behavioral issues with students in the classroom and face challenges that are very difficult to resolve. School districts have different expectations about how students must behave during school and teachers have their own expectations about how students must behave in their classroom. Every educator has different classroom expectations and students must follow specific standards; therefore, the responsibility of the teacher is to discuss the standards with all students and make sure those expectations are clear. According to Jones and Jones (2016), teachers whose students made greater achievement gains were observed establishing rules and procedures, and carefully monitoring student’s work. In
Ron Clark began his teaching career in a small town in North Carolina, but after five years teaching there, he wanted to take his career to new heights. Clark moved to Harlem, New York and began to teach a tough middle school class, in which none of the students were excited to learn. He knew that he had to get their attention somehow, so he came up with a new set of classroom rules, which he wrote about in his first book The Essential 55: An Award-Winning Educator’s Rules for Discovering the Successful Student in Every Child. He had strange rules like “When asked a question, ask a question in return”, and “Say thank you within 3 seconds of receiving something”. While these rules were unusual and different, they got the point across (Essential). But his students were still having trouble with their class work, so he fought harder. He started making learning exciting for the children by doing things like jumping on the desk...
No society has ever survived without some system of education. Education is, perhaps, the most important of all social systems because it enables all the others by training individuals for their social roles. Still, it is a system which is far too complicated to perfect or even define. What is the “best” way to teach? What knowledge is it necessary for an “educated” person to attain? Should an education for one be the same as for another? In such an individual-centered field, the answers to these questions are as varied as the individual teachers, students, and others themselves. There is no correct answer; each teacher’s philosophy of education is surely founded on their own experience, societal views, and psychology. Nevertheless, forming such an individual philosophy is necessary to shape our own instruction and, in our own way, shape our society the most effective way we can.
...ross boundaries in a classroom they may see as intimidating, and a revision of how we see educational excellence. (117) Education will only improve if teachers and students learn to respect each other's positions. A place to start is by finding a common ground, an understanding. The curriculum, canon, or list of "Great Books" is a good common starting place. By keeping this canon in our schools, we will keep a common link between generations. The next step is the teachers' presentation of their lessons. The students need to be able to relate to the lessons. The final step is the students. They must take responsibility for their education and try to learn what is being presented to them.
I need to look at my student through a “Blind veil of Ignorance” as said by John Rawls. What I mean by that is not ignoring the student, but I need to see them through their eyes as well as mine. I need to overcome my own thoughts and biasness to see their views. What I may see as mundane or simple could be the task of a lifetime for that student. I need to be ready to adjust by learning who my students are. I need also live in the mind set embracing the golden rule and that is respect. By doing this I can learn who they are and help adapt my classroom to help them succeed. This philosophy will be the foundation of my classroom. I will learn who my students are based on them, not stereotypes or
Teaching is a performance, a journey, and a battle. It is political, it is taxing, and its rewards are often not reaped until years later. A classroom requires quick thinking and reactions, and the modern teacher must succeed in lives of teenagers that are becoming increasingly more tenuous and complicated. All of these items factor into why everything a successful teacher does must have the firm backing of his or her own teaching philosophy and theory.
A student should always feel comfortable in the classroom. They should be to feel like the classroom is their home and be able to talk to the educators about anything as they wish. Students should be constantly be challenged as they enjoy learning and having fun. Teachers should always put students first and have high expectations for in place for them. There are children that will learn things differently and the instructions needs to be differentiated in way that each student can learn.
Traditionally, questions regarding the basis for teaching relationships have been answered in terms of authority. The concept of authority as it applies to the classroom has two faces. One side of this concept is authority; where the teacher has always been the authoritarian, the disciplinarian, and the dispenser of rewards and punishments. The other face of authority concerns the teacher as the authoritative source of knowledge, the information-giver, and the arbiter of right and wrong answers.
The teachers are the students’ role models. They have a strong influence in shaping a student’s attitude...
Ultimately educators are responsible for providing students with valuable experiences that should help the student in contributing to society. “As the most mature member of the group he has a peculiar responsibility for the conduct of the interaction and intercommunications which are the very life of the group as a community.” (Dewey, 1997, p. 58)
Being a teacher is an enormous responsibility. We as teachers can either be carriers of positive or negative behaviour towards learners. A good teacher is someone who guides students rather than someone who is a totalitarian in the classroom. We as teachers should also create a warm and protective environment where learners feel free to realise their full potential. Sometimes the teacher’s caring attitudes could have a positive influence on the learners. Their self-esteem can be lifted because it could create ambitions in their minds for future academic success. Teachers should be open minded person and respect the learner’s diversity and give a caring attitude towards learners. According to Abraham Maslow, [http://en.wikipedia.org/wiki/Self-actualization on 31 March 2014] the basic needs of humans should be met, before a ...
Pike, B., & Bradley, F. (1997). The philosophy of teaching: Developing a statement that thrives in the classroom. Clearing House, 70(3), 125. Retrieved October 6, 2011 from http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9703092460&site=ehost-live&scope=site