Introduction
A teacher’s core values are a key component of their teaching practices. My core values of literacy instruction revolve around creating independent, lifelong learners who have the ability to think critically as well as manipulate information as 21st-century citizens. These core values are evidenced in my classroom practices and supported by Engagement Theory, Metacognitive Theory, and Transactional Theory.
My Philosophy of Literacy
Developing independent, lifelong learners is foundational to my philosophy of literacy. I believe the classroom teacher is a facilitator of learning activities not a provider of information. As a facilitator, it is my responsibility is to provide students with meaningful content, collaborative structures, and metacognitive strategies. I believe a good teacher allows students to
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The role of the teacher is to help the students become more engaged with the text (Tracey, Morrow, M, Morrow, & EdD, 2012, p.75-76). Researchers have been able to show that highly engaged students from low socioeconomic groups scored better than their peers who were less engaged but from a higher socioeconomic group (Guthrie, Schafer, & Huang, 2001). One example of Engagement Theory from my class is the weekly Book Club Discussions. For these discussions, I allow students to choose from a list of books to read at home for homework. Students then prepare book club notes using text-dependent, high-interest prompts. On Wednesdays students who are reading the same book meet together for their discussion. At this time students share their discussion questions with their fellow readers. I also use Engagement Theory when students use Kagan structures, like reciprocal teaching and jigsaw. These structures encourage ownership of the reading material. When students know they are going to be the experts on a topic they find the reading more meaningful and are more
The teaching strategy focuses on the student’s engagement to create reading with meaning. This reading strategy allows students to have more freedom to make their own decisions in what they read and how they read, without the teacher forcing materials upon them. As well, more time is allotted during the school day for students to engage in reading activities, instead of using traditional methods of writing paper and answering questions on a worksheet after reading a book. The Daily Five teaching strategy also strongly develops oral communication skills within students and their peers. By doing so, it creates a sense of community in the classroom that traditional teaching methods did not have. This teaching strategy allows the student to question the material they are reading, which includes their interests, ability to comprehend, and understanding vocabulary. Through the Daily Five teaching strategy, students are also able to find books that interests them, without the teacher giving them group of “leveled” books students may not personally
“Literacy is a bridge from misery to hope. It is a tool for daily life in modern society. It is a bulwark against poverty, and a building block of development, an essential complement to investments in roads, dams, clinics and factories. Literacy is a platform for democratization, and a vehicle for the promotion of cultural and national identity. Especially for girls and women, it is an agent of family health and nutrition. For everyone, everywhere, literacy is, along with education in general, a basic human right.... Literacy is, finally, the road to human progress and the means through which every man,
What is the purpose of education? A question that has been asked for centuries and defined in many ways; each theorist will argue their views on education is unsurpassed, yet it remains a question, that the future of our children depends upon. My personal philosophy of education is to create an environment that allows every child the freedom and ability to discover, create and pursue their interests; ultimately becoming the best they can, for an evolving and unpredictable future. Within this framework, the purpose being to encourage learning through children’s interests, by personalising education for the individual and interlacing subjects to engage and entice learning. While discussing my personal philosophy of education, I will explain the aim of education, consider the role of the teacher and the learner and present effective teaching methods and practices for within the classroom. This essay will demonstrate that Dewey, Friedman, Neill, Noddings, Robinson, and Zhao, support my personal philosophy and prove in contrast with the theories of Skinner and Rousseau.
Knowledge is literacy, and literacy is the ability to enhance your vocabulary, read and hear of others literacy stories, and continue to live your own. I would like to begin explaining my literacy story by saying that my first word was “mama”. Although I don’t remember this, my first word was very exciting to my parents because I mainly communicated through my older brother, David until I was almost three years old. Although David is my only sibling and is three years older than I am, we have always been close. He used to tell my parents whatever I wanted when I didn’t know how to talk yet. Although it took me a while to learn to speak, my parents always read me stories and encouraged me to speak before and as soon as I began to learn.
My teaching styles correlate mostly to the constructivist beliefs; I try to make my lessons interactive and connected to student’s interests while allowing the students to work in many different settings. The top down model can be seen throughout my literacy instruction since I instruct text as a major idea and break it down into smaller parts during lessons; I do not start by teaching one piece at a time. I exhibit a balanced literacy approach in my instruction by incorporating many different aspects of literature within my lessons. In all, my philosophy of literacy best describes my beliefs of literacy instruction within the
Literacy embraces reading, writing, listening, and speaking. Integrating all of these into a literacy program is key. Teachers must provide endless and ongoing opportunities for their student to read, write, listen, and speak.
The purpose of this assignment is to understand the importance of literacies, and why it should be a priority within the teaching context. This paper will compare and contrast the didactic pedagogy with critical pedagogy and will deeply look at the pros and cons of both literacies.
While I believe every child is a reader, I do not believe every child will be enthralled with reading all the time. All students have the capability to read and enjoy reading, but just like any other hobby, interest will vary from student to student. The students in my classroom will be encouraged in their reading, be provided with choice, taught how books can take you into another world but, my students will not be forced to read. This paper will illustrate my philosophy of reading through the theories I relate to, the way I want to implement reading and writing curriculum, and the methods I will use motivate my students to read and help them become literate.
If a person is unable to read this essay, then that person is illiterate and therefore unintelligent. Inversely, any person who is able to read this essay must clearly be an intelligent person. Those two sentences reflect what American society as a whole would consider a fair description of literacy: the ability to read and write. There is a negative cultural assumption attached to this definition: one who can read and write is educated and intelligent and can contribute to our society, which an illiterate person is simple and stupid and can make no such contribution. Whether one agrees or disagrees with the prior claims, what cannot be argued is that it takes the guidance of many mentors, or literacy sponsors, to help a single student become literate.
A comprehensive approach to literacy instruction is when reading and writing are integrated. This happens by connecting reading, writing, comprehension, and good children’s literature. A comprehensive approach to literacy should focus on the many different aspects of reading and writing in order to improve literacy instruction. This includes teachers supporting a comprehensive literacy instructional program by providing developmentally appropriate activities for children. Comprehensive literacy approaches incorporate meaning based skills for children by providing them with the environment needed for literacy experiences. This includes having a print rich classroom where children are exposed to charts, schedules, play related print, and
By observing other educators in the field we were able to ask ourselves what we do and why we do. Another way truly defines us as an educator is to carefully self-examination and thoughtful reflection. In our school, there are teachers who come from varies background, they taught reading in different situations, socioeconomic group, and backgrounds. These teachers in our school developed different philosophies about literacy instruction originally based on theory but when they put into practice have developed works for
Literacy is an on-going skill that teachers and students alike should commonly study and practice in all grades. Problems faced by teachers, especially teachers in higher grades, are not having the skills to be effective teachers of literacy. To effectively teach literacy across content areas, a teacher would need skills such as knowledge of the reading process and the ability to cultivate the knowledge gained in order to make informed decisions within their classrooms (Clary, Oglan, Styslinger,
Being literate defines who I am, and forms an integral part of my life. From the practical to the creative, it aids, and enables me to perform in the tasks that modern society dictates. I shall explore the many aspects of my life that are affected by literacy. Through this, understanding in greater depth what it means for me, to be literate.
Jaime Escalante, a great educator, once said, “The teacher gives us the desire to learn, the desire to be Somebody.” As a teacher, my goal will be to show students that each of them can be whatever they want to be, and not only are they capable of being good at what they do, they can be the best. To reach this goal, I must be an effective teacher, which I believe can best be accomplished by teaching in a way that is comfortable for me. Therefore, I will not base my classroom around one single philosophy; I am going to seek comfort by utilizing certain aspects of different educational philosophies, namely essentialism, existentialism, progressivism, and social reconstructionism.
My core educational values define what I believe is necessary tools students need to be successful. Such values are provided by the community of people (educators, parents, business partners) who touch the students’ lives. I value knowledge because without awareness of specific content, students are not able to truly feel a part of society. I value development of skills in order for students to apply their knowledge. When skills are applied, students demonstrate their knowledge and ability to function in our current world. I value critical thinking in our students so they can extend their knowledge and skills to solve complex problems benefitting our present and future. I value citizenship and feel that education has a responsibility to model and nurture character qualities in our students. Educating students is raising them equipped with tools that will enable them to function as contributing participants in a productive society. Knowledge, skills, critical thinking, and citizenship are educational values at the core of developing a student ready for the world’s challenges.