Howard G. Hendricks was born and raised in Philadelphia and was a self-described troublemaker during his childhood and credited one of his primary school teachers with believing in him and starting him on his path as an educator. He graduated from Wheaton College and earned a BA in Christian education and a year later in June 14, 1947 he married Jeanne Wolfe, a classmate who also attended Wheaton. After Wheaton, he graduated from Dallas Theological Seminary in May of 1950 with a Th.M. In August 1951, he taught part time at the request of former school president John Walvoord and since then taught over 10,000 students in total. He served as a chaplain for the Dallas Cowboys Football Team for 8 years and made such a lasting impact that he received …show more content…
The 3rd is activity. Teachers must find activity in which students can engage in expressing their own thoughts, without feeling oppressed into thinking in a way the teachers wish, and apply the activity to real life or in other words “bridge the gap”. The 4th category is communication and this coincides to thoughts, actions, and feelings. Teachers should care more deeply about what their students think, get feedback, and make learning clear, concise, and compelling. The fifth is the law of the heart which also relates to the idea of emotions but gathers the concept of ethos(character-which draws the reader to learn), pathos( having a compassionate atmosphere to ensure motivation for the student), and logos( logic and putting forth that evidence). The 6th category is the law of encouragement which uses intrinsic motivation, comes from one’s own motivation, and extrinsic comes from outside sources. The teacher then decides what motivation will be best. The 7th and final category is the law of readiness, which is the teaching-learning process between the student and …show more content…
I appreciated how this notion can correlate to the law of the heart, which goes to demonstrate how your ethos and pathos can make class inviting and as a result, students will be motivated to do their best to learn. However, I did interpret his passage in regards to thinking differently. I believed he was claiming there was only one correct way of thinking. I understood how thinking could change behavior and still believed thinking was important in order to develop a worldview. “People accept what they feel disposed to accept, and they reject what they feel disposed to reject”. I agreed with this notion and also agreed with the fact that at times individuals can resist change in their ways of thinking. However, I did not agree with this following statement: “if I have negative feelings about you, I will reject what you’re saying because I reject you.” If I were to know a person I absolutely was not fond of but that person gave evidence for his claims then, there’s a chance I may agree with him because he conveyed his thoughts well. I may not like him as a person, but I may agree with some of his thinking. What was disheartening for me to be reminded of whilst reading this book is America’s public school/university’s education. Public school teachers and professors simply teach subjects and don’t “bridge the gap” or get personal with their students. Hendricks’ methods are unlikely to be applicable to these areas, except for thinking. More public
After reading this book I found some immediate changes in my attitude in ways that I think and function in school. Near the beginning of the book, page 36, Dewck describes the college students with a fixed mindset looking at test that did poorly to make they feel better where the growth mindsets looked to the tests that did well so they could learn from them. I have found myself recently checking answers that I was unsure of right after I walk out of a test. That w...
He also points out that when he was a student he “never liked hearing this, and you tend to feel a bit insulted by the claim that you needed anybody to teach you how to think.” To interpertate what he says, he meant that most people believe they know what they are doing when it comes to thinking about something and being told you're thinking wrong or someone trying to teach you how to teach my offend someone thinking that they were calling them ignorant or uneducated. But he expands on his point in order to relate to the students by looking at some of their values and desires in their adult lives and this also pertains to
Howard shouldn’t have gotten the lobotomy. There was no need for that to happen. He was perfectly fine, there was nothing wrong with him at all. Just because he smoked cigarettes, teased his brothers, and stole candy doesn’t mean he deserved a lobotomy. Even the doctors said nothing was wrong with him. He would’ve been better off without the lobotomy.
...s that you develop a way of regarding the information that you receive to the society that you are living in. He also believes that a quality education develops a students moral views and ability to think. And that these qualities are best developed in the traditional classroom setting by interaction between the student and their professors, and the student’s social life on campus, that is, their interaction with fellow students.
Heward, W. (2013, July 19). Six Major Principles of IDEA . Retrieved February 24, 2014, from Education.com: http://www.education.com/reference/article/six-major-principles-idea/
In the book “The Elements of Learning” by B. Banner, Jr., and C. Cannon, the authors introduce eleven different elements that characterize the different stages a student goes through before becoming successful. Industry became the first element introduced; industry represents hard work followed by diligence and persistence. A student must be willing to work hard in order to acquisitively allow the spirit of knowledge to be retained. The second element represents enthusiasm, but such element can best be described as finding something interesting, stimulating, or even entertaining. Meaning that the things you approach must be entertaining or must have something interesting that will be able to keep you focus. The third element, pleasure, represents the small, quiet and private satisfactions that come from your own abilities, and from what you bring into your work. Having pleasure means being proud of the achievements obtained from the individual’s hard work. The fourth element is cur...
My personal philosophy of classroom management focuses on creating an environment where children feel safe and where they feel like they belong. I will create this environment for my fourth grade class through making my expectations of the students clear while developing an engaging lesson plan and personable interactions with my students. I developed my philosophy from studying different theorists and based my philosophy on the theories of Glasser and Kounin. Glasser believed that the teacher’s roll in the classroom is that of a leader rather than a boss. He believed that students should be given power in the classroom and that the teacher should share it with the students. I will use his ‘7 caring habits’ specifically supporting and respecting to help my classroom feel safe and welcoming to my students. Meeting the individual needs of my students will be the focus of my classroom management routine. I will meet individual needs by promoting self management and self efficacy in my students by creating an environment that that has predictable and consistent daily routines while focusing on my student’s successes (Shindler, 2010). Having a predictable routine will encourage a success oriented environment and will reduce anxiety and help towards creating positive self efficacy in each of my students (Shindler, 2010). In Glasser’s Choice Theory he talks about focusing on the present and not bringing up the past (Glasser, 2010). Therefore, I will focus my classroom on being goal driven and will help each student obtain their goals. Thus, helping my students have positive self efficacy. I will apply Kounin’s technique of Momentum (Pressman, 2011). This involves the teacher keeping exercises short and moving around the room a lot so...
7). In order to obtain academic achievement learning needs to be challenging, yet exciting. The teacher needs to be able to facilitate the learning process for different cultural and linguistic groups. Teachers also need to understand and teach students that learning does not occur in a box and that there is a world outside of the classroom. In order for a teacher to be effective they need to have knowledge of the three dimensions and teach in a culturally sensitive matter. They need to create structured learning environments, implement a supportive classroom environment, and provide access to resources for CLD students who have learning
I will explain the psychology of learning and the theories I use in my practice. Analysing these theories and teaching methods will give rise, to investigating how these will help in teaching and learning ‘In a nutshell, a principle is a value, belief or ethic relating to something you do and the theory is that which explains why it works’.(Wilson 2009:350) In delivering of a lessons, educator must keep in mind SMARTER objectives.
Before the lesson is prepared, the teachers must have a clear understanding of the objectives of the lesson to be taught. By having an understanding of what they students will able to accomplish at the end of the lesson, the content remains focused and thorough. The teacher must then express these objectives to the students including the standards for performance. Students can then be held accountable for expectations that are known.
In this essay, I will explain my educational philosophy—the set of beliefs, principles, and precepts that make up the foundation of my conduct as a teacher. I believe that there are three main purposes of education: (1) developing good citizens, (2) encouraging personal self-growth, and (3) preparing students for success through job preparation and the teaching of life-skills. These three objectives are similar to the thoughts of the noted educator and philosopher Mortimore Adler.
...em to look at several elements that affect their student’s motivation and ask why and how this affects them in the first place. After that, I would tell him to arrange a lesson plan utilizing structural factors such as patterns and sequences, with a view to individual application and the group dynamics of the class. By doing so, the teacher can grow in his students a sense of shared motivation guided by these structural factors, so that each interrelated lesson are remembered. These lesson plans must also consider the effective ways of instilling discipline in the students. The teacher must allow for response from the students so that he may understand the students’ perception of reality, value systems, and will, so that he may understand how to motivate his students more. By understanding the motivations of his students, he can bring about a change in their lives.
We must have the correct mind-set. We believe our students can learn; have high expectations; are willing to give extra help; find ways to make
Thought out our lives, we are faced with many different learning experiences. Some of these experiences have made a better impact than others. This can be attributed to everyone’s different multiple intelligences or learning styles. A persons learning style is the method though which they gain information about their environment. As a teacher, it is our responsibility to know these styles, so we can reach each of our students and use all of the necessary methods.
To become an affective teacher, I would began managing my class from the beginning of the school year by providing rules to the class that they must follow. When I give rules, students tend follow them every day, and count them as a usual duties they must do every day in my classroom. Rules build buildings build a city, a community, a country, therefore rules can build my class the way I want it to be built and raised. There will be punishments and there will be awarding to those who listen and to those who don’t, everything is managed. But, I see management differ from grade level to another, because, for example, the punishment for a kindergartner will differ from the punishment to an eighth grader. Also the class rules will differ as well from a low grade level to a higher grade level. The rules will be less strict and less worry for low grade level students, because they are little kids still they don’t understand very quickly. Therefore, low grade level teachers, I believe must have more patience than the high level grade teachers. The second most effective step to take in a classroom after making sure the class is managed carefully, is to become with great instructional methods. Some excellent instructional methods are the great and effective teacher lectures that are mostly used in the classroom, group and class discussions where each student expresses his or her thoughts and ideas, and some types of home or classwork like textbook assignments and reading assignments in