One of the many goals that I have as an elementary educator is to provide students with the tools necessary to be responsible, successful adults. By successful, I mean happy adults. I do not think that the salary that you earn is any indication of success.
Passive acceptance of the Teacher’s wisdom is easy to most boys and girls. It involves no effort of independent thought, and seems rational because the teacher knows more than his pupils; It is moreover the way to win the favour of the teacher unless he is a very exceptional man. Yet the habit of passive acceptance is a disastrous one in later life. It causes a man to seek and to accept a leader, and to accept as a leader whoever is established in that position. Bertrand Russell
I plan to create a classroom where students feel safe, confident, and proud. It should be a stable, structured atmosphere where routines are a part of the learning process. Unfortunately, many children do not have structure and routines at home and some, sadly, do not even feel safe in their own homes. “Each child’s social experiences and expectations are different; their concepts of intelligence and how they have experienced learning…are different; and their background and cultural values are likely different as well” (Murray & Jorgensen, 2007, p. 49). I hope to develop an understanding of my students by gathering information from parents or caregivers, resource teachers of special needs students, information from past teachers, and information from the students about their interests. This will provide me with the tools necessary to create lessons and resources that engage students while encouraging independence, introduce different levels of complexity while still being accessible to...
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Murray, M., & Jorgensen, J. (2007). The Differentiated Math Classroom A Guide for Teachers, K-8. Chicago: Heinemann.
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In relation to social obligations and advancement of society, Mill writes advocating the expression of one’s opinion as the main driving force. Mill states, “If all mankind minus one were of one opinion, and only one person were of the contrary opinion, mankind would be no more justified in silencing that one person than he, if he had the power, would be justified in sile...
In the On liberty, Mill also highlights the aspect of individuality as one of the elements of well-being. John Stuart Mill points out the inherent value of individuality, since individuality is by definition the thriving of the human person through the higher pleasures. He argues that a safe society ought to attempt to promote individuality as it is the pre- requisite for creativity and diversity. Therefore Mill concludes that actions themselves don’t matter, rather the person behind the action and the action together are valuable. However on the limits to the authority of society over the individual, generally he holds that a person should be left as free to pursue his own interests as long as this does not harm the interests of others. In
Landy, S. (2002). Pathways to competence: Encouraging healthy social and emotional development in young children. Baltimore, MD: Paul Brookes Publishing.
John Stuart Mill discusses the conception of liberty in many ways. I’d like to focus of his ideas of the harm principle and a touch a little on his thoughts about the freedom of action. The harm principle and freedom on action are just two subtopics of Mill’s extensive thoughts about the conception on liberty. Not only do I plan to discuss and explain each of these parts on the conception of liberty, but I also plan to discuss my thoughts and feelings. I have a few disagreements with Mill on the harm principle; they will be stated and explained. My thoughts and feelings on Mill vary but I’d like to share my negative opinion towards the principle and hope to put it in a different perspective.
Van de Walle, J., , F., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics, teaching developmentally. (Seventh ed.). New York, NY: Allyn & Bacon.
In today’s educational environment, all students expect to receive the same level of instruction from schools and all students must meet the same set of standards. Expectations for students with learning disabilities are the same as students without any learning difficulties. It is now unacceptable for schools or teachers to expect less from one segment of students because they have physical disabilities, learning disabilities, discipline problems, or come from poor backgrounds. Standardize testing has resulted in making every student count as much as their peers and the most positive impact has been seen with the lowest ability students. Schools have developed new approaches to reach these previously underserved students while maintaining passing scores for the whole student body. To ensure academic success, teachers employ a multi-strategy approach to develop students of differing abilities and backgrounds. Every student is different in what skills and experiences they bring to the classroom; their personality, background, and interests are as varied as the ways in which teachers can choose to instruct them. Differentiated instruction has been an effective method in which teachers can engage students of various backgrounds and achieve whole-class success. When using differentiated instruction, teachers develop lesson strategies for each student or groups of students that provide different avenues of learning but all avenues arrive at the same learning goal.
Mathematical dialogue within the classroom has been argued to be effective and a ‘necessary’ tool for children’s development in terms of errors and misconceptions. It has been mentioned how dialogue can broaden the children’s perception of the topic, provides useful opportunities to develop meaningful understandings and proves a good assessment tool. The NNS (1999) states that better numeracy standards occur when children are expected to use correct mathematical vocabulary and explain mathematical ideas. In addition to this, teachers are expected
All children learn differently and teachers, especially those who teach mathematics, have to accommodate for all children’s different capacities for learning information. When teaching mathematics, a teacher has to be able to use various methods of presenting the information in order to help the students understand the concepts they are being taught.
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Using literacy strategies in the mathematics classroom leads to successful students. “The National Council of Teachers of Mathematics (NCTM, 1989) define mathematical literacy as an “individual's ability to explore, to conjecture, and to reason logically, as well as to use a variety of mathematical methods effectively to solve problems." Exploring, making conjectures, and being able to reason logically, all stem from the early roots of literacy. Authors Matthews and Rainer (2001) discusses how teachers have questioned the system of incorporating literacy with mathematics in the last couple of years. It started from the need to develop a specific framework, which combines both literacy and mathematics together. Research was conducted through
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Towers, J., Martin, L., & Pirie, S. (2000). Growing mathematical understanding: Layered observations. In M.L. Fernandez (Ed.), Proceedings of the Annual Meetings of North American Chapter of the International Group for the Psychology of Mathematics Education, Tucson, AZ, 225-230.
A somewhat underused strategy for teaching mathematics is that of guided discovery. With this strategy, the student arrives at an understanding of a new mathematical concept on his or her own. An activity is given in which "students sequentially uncover layers of mathematical information one step at a time and learn new mathematics" (Gerver & Sgroi, 2003). This way, instead of simply being told the procedure for solving a problem, the student can develop the steps mainly on his own with only a little guidance from the teacher.
Allowing children to learn mathematics through all facets of development – physical, intellectual, emotional and social - will maximize their exposure to mathematical concepts and problem solving. Additionally, mathematics needs to be integrated into the entire curriculum in a coherent manner that takes into account the relationships and sequences of major mathematical ideas. The curriculum should be developmentally appropriate to the