It is important to me that I never stop learning. I want to exude this quality for the well being of myself and for my students. Maybe through me, students will see that education is not a hassle, but a completely rewarding experience. My philosophy of education has been shaped by experiences within my own life and education, as well as learning about education in college. As I enter the profession, my philosophy will most likely evolve somewhat as I grow and gain experiences as a teacher in the classroom.
It is very interesting to actually be out in the field. This year I have learned of the different teaching methods and many philosophies of education. I have decided that for my future classroom, my philosop... ... middle of paper ... ...I will work towards my master’s right after I obtain my bachelor’s degree or if I will instead work through my master’s while I am teaching. These are decisions that I will be better able to make upon graduation from the bachelor’s program at Concord College.
Honestly speaking, I was an eager child to attend school. Around middle school and high school I became less focused on school and more focused on whether or not people liked me and baby sitting my mother's alcoholic boyfriend. Focusing on these things instead of my school work I ended up doing poorly in both my education and personal life. Coming from a household where neither adult had attended college it was not expected of me to attend either. Not only am I in college now but I plan on earning two degrees.
Abstract My classroom management philosophy is a constant work in progress, but based off of personal experiences and major management theorists I have developed a basic philosophy to guide me through student teaching and the early years as a teacher. The core principles of my philosophy are rooted in establishing a classroom community and mutual respect between students and the teacher. The following essay outlines the theorists that have impacted my philosophy as well as ways I plan to implement my management philosophy. The foundation of an effective classroom is a strong, supportive classroom management plan. The first hurdle many new teachers have to overcome is the ability to maintain control of the classroom they are teaching.
These students never attended school in their native countries because they had to help the family survive; therefore, they never came to appreciate the value of reading and writing. However, in next year’s class, I plan to implement frequent formal assessments and tie those assessments to the state standards. At this point, I do not have empirical evidence that my students improve, other than the standardized state tests that do not provide a realistic evaluation of the students’ knowledge and skill level. I think that if I had physical evidence that indicate improvement, it would be useful to show students, administrators, and other instructors where my students are and where they started in their English acquisition skills and knowledge.
The limitation for any state test practice that we did in my old high school was the generic process of elimination technique for multiple choice, or learning not to highlight everything in a reading and how to identify important information. Instead of test prep work, the entire school year would be spent on work specifically for the course at hand, using only the criticisms of our peers and teacher to push our writing into a better direction. Prompts were oftentimes vague, with a common prompt between all novels being “what was one key thematic concept?” With this, we as the students were left with total power over the essay, aiding our growth as writer
To me, good, clear writing was something more akin to magic than skill. And though I had no clue what I was or was not doing right, I fumbled my way through school. I mentioned that I was able to avoid grammar (explicit, formal, and traditional that is) until my junior year of BA work when I was required by my English department to take and pass a course in grammar. And like many of my classmates, I grumbled and complained about the requirement. I knew how to write.
There were no papers or creative projects that I had grown accustomed to in the non AP classes. I believe my parents saw this as a test for me to see if I could handle a college level course. They were consistently on me about my progress in this course. I really enjoyed the class, and he was a fantastic and knowledgeable teacher, but I always felt nervous and anxious about failing an exam. I struggled on my first exam because I was always thinking about what my parents would do if I failed an exam.
Dyslexia makes it harder for me to read, spell, comprehend, and remember information. Growing up, the public school system marked me as a student who would not succeed in college life and had no reason to be prepared for college. I had an IEP for almost all of my schooling, which meant I was able to get extra help on classes and more time on testing. The school system never really followed through with my IEP and told me that I was just fine without it. Since the school felt I was performing so well on my own in academic classes, they talked my mom and me into doing away with my IEP.
School should thing about having more material for ESL students. This type of students need a lot of assistant and help because first English are not the first language and second the system of here and their hometown is different. The first year when I came to USA, I take ESL class because my English was very bad. I stay in ESL class for two years, I do not know why but after I start taking regular English. Sincerely, I didn’t learn anything from my ESL class because everything was still new for me than some teachers were tell me I was supposed to see this before.