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Significance of the study of self - esteem : influence of academic performance
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Teaching and Learning through Reflection
We are who we are as individuals because of what has been experienced and learned from our pasts. It is due to these significant experiences and learned lessons that assist in shaping our characters, develops our resolve, and leads towards successful futures if we execute what we have learned in functional application. This action inevitably leads towards one’s personal growth and development. Reflecting upon the writers own life, there are clearly a significant amount of experiences that have shaped both his character and philosophy towards education specifically within the practice of pedagogy and holistic learning of which consists of comprehension and functional application.
Within this assignment its focused objective is to reflect upon this writer’s own awareness of his pedagogical and learning practices, utilizing for comparison, two particular instances of which he served as both student an instructor sharing the reflective experiences of both.
The Students Experience
There is a particular experience of which although has been experienced in the past remains captured within the recesses of the mind of this writer and has placed a lasting imprint of which has affected his philosophical approach to education. While and middle school student the writer’s first grade teacher, while providing a student/instructor review, gave the writer what he believes to be the most destructive statement to deposit within the life of any student stating that he would never be college material. This type of statement communicated from an educator towards a student is cancerous towards a student’s future educational endeavors.
The effects on self and a skewed perception of education due to the stude...
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...on: Findings and implications. Elementary School Journal, 85(1), 4-20.
Crocker, J., Luhtanen, R., Cooper, M., & Bouvrette, A. (2003). Contingencies of self-worth in college students: Theory and measurement. Journal of Personality and Social Psychology, 85(5), 894-908.
Schansberg, E. (2011). The socratic method: To do it or not to do it--that is the question. Presentation presented at the University of Kentucky Economics Teaching Workshop, Lexington, Kentucky
Thomas, D., & Jacob, B. (2011). The impact of no child left behind on student achievement. Journal of Policy Analysis & Management, 30(3), 418-446. doi:10.1002/pam.20586
United States Department of Education. (January 8, 2002). Public Law 107-110-Jan. 8, 2002 [No child left behind act]. Available July 4, 2013, from U.S. Depatment of Education Web site: http://www2.ed.gov/policy/elsec/leg/esea02/107-110.pdf
Another major criticism of the “No Child Left Behind” deals with the implications of using a standardized test as means of assessing achievement.
The No Child Left Behind Act was put into place to help disadvantaged students, educators and the education system reach their full potential and succeed in life. This Act also drove student achievement to reach its highest and to hold both states and schools more accountable for each student’s progress. They represented significant changes to the education landscape at the time and helped shift the country’s focus on education (U.S. Department of Education, 2001).
Back in 2001, before the No Child Left Behind Act was proposed, the United State’s rank in educational performance was 16th. After the act was put into action, that rank moved up to where we now stand at 17th in the nation. Statistics also showed that because of America’s dropping education level, many teachers began to get discouraged in their professions. Although, America has not ever been able to hold the title ...
Rudalevige, A. (2003). The politics of No Child Left Behind. EducationNext, 3(4), 63-69. Retrieved from EducationNext: http://educationnext.org/the-politics-of-no-child-left-behind/
Stanik, Mary, Ed (2007) Open to the Public: How Communities, Parents, and Students Assess the Impact of the "No Child Left Behind Act," 2004-2007--"The Realities Left Behind" http://eric.ed.gov/?id=ED498400
The intention of this written essay is to demonstrate an understanding of my views on reflection and the issues surrounding reflective practice. It is based on nursing skills that I used during my practice placement, most importantly reflecting on the professional value of privacy and dignity.
As professionals, pedagogues are encouraged constantly to reflect on their practice and to apply both theoretical understandings and self-knowledge to the sometimes challenging demands with which they are
U.S. Department of Education. (2006). No Child Left Behind executive summary report. Retrieved September 14, 2006 from http://www.ed.gov/nclb/overview/intro/execsumm.html
Stipek, D. (2006). No child left behind comes to preschool. The Elementary School Journal, 106(5), 455-466.
Looking back over the course of the semester, I feel that I learned many new and interesting uses for technology within the classroom – both for classrooms that have a lot of technology and for classrooms that are limited with technology. For the majority of the class, we utilized William Kists’ book The Socially Networked Classroom: Teaching in the New Media Age (2010), which provided multiple modes of instruction that both utilized and/or created technology. One of the first things that I remember, and consequently that stuck with me through the course’s entirety, is that individuals must treat everything as a text. Even a garden is a text. The statement made me change the way that I traditionally viewed Language Arts both as a student and as a teacher, as I very narrowly saw literature and works of the like as texts only; however, by considering nearly anything as a text, one can analyze, study, and even expand his/her knowledge. Kist (2010) states that society is “experiencing a vast transformation of the way we “read” and “write,” and a broadening of the way we conceptualize “literacy” (p. 2). In order to begin to experience and learn with the modern classroom and technologically advanced students, individuals must begin to see new things as literature and analyze those things in a similar manner.
In society, education can be seen as a foundation for success. Education prepares people for their careers and allows them to contribute to society efficiently. However, there is an achievement gap in education, especially between Hispanics and Blacks. In other words, there is education inequality between these minorities and white students. This achievement gap is a social problem in the education system since this is affecting many schools in the United States. As a response to this social problem, the No Child Left Behind Act was passed to assist in closing this achievement gap by holding schools more accountable for the students’ progress. Unsuccessful, the No Child Left Behind Act was ineffective as a social response since schools were pushed to produce high test scores in order to show a student’s academic progress which in turn, pressured teachers and students even more to do well on these tests.
The No Child Left Behind Act was set into place with the goal to improve student performance in school, and close the achievement gap between students; as Stecher, Vernez, and Steinburg state, “When congress passed the No Child Left Behind Act of 2001 (NCLB), it established an ambitious goal for the nation’s states, districts, and schools: All children will be proficient in reading and mathematics by the 2013-2014 school year” (1). While the No Child Left Behind Act was implemented with good intentions, the act itself is one of the main reasons the United States is falling behind in educational rankings. One of the most common complaints of parents surrounding the No Child Left Behind Act is the weakest link factor: the weakest student sets the pace in the classroom. The weakest student...
Freire’s philosophies concerning teachers learning, teaching, and reflecting on the process are cyclic in nature. He interwove theory, practice, and reflection into being an effective educator. Freiree quoted Francoss Jacob when he wrote “We are programmed, but to learn” (2005, p. 124). Freire had much to say about theory and practice, urging teachers to step away from their everyday world and observe closely and critically what is happening in that realm in order to renew one’s curiosity, what he referred to as “thinking the practice” (p. 140). Within this thinking about the practice, one begins to practice better. In addition to the practice, one must add scientifically-backed theory. Critical reflection of both the theory and practice illuminates the need for additional learning in order to begin the cycle again.
For my assignment I have decided to choose a group which I have just finished taking for level 1 Hairdressing and they have progressed on to level 2 Hairdressing. This is within my current role as a hairdressing lecturer at Hugh Baird College which I have done since October. Within this group there are a couple of people who have support workers. There is one student within the group who has severe learning difficulties and is a more mature student. She also has many health problems which results in her having to carry an oxygen tank around for when she has any problems with her breathing due to her having problems with her heart. There is also another student in the class who has learning difficulties, she is very clever but just needs someone there for when she needs something explaining. She also has a support worker that comes in to give her support. This student has also been going through personal problems at home and has attendance issues. There is another student within this group who has severe dyslexia. She doesn’t have a support worker but the support people who are in there do give her help as she can have a tendency to give up, not to listen and just needs to be kept on track so by sitting next to a person that does have a support worker she gets the help from them. These three students have all had their level 1 qualification extended for a year were the rest of the group have progressed on to level 2 Hairdressing. Two of these students may progress on to level 2 but one doesn’t have the ability to be able to do this as the requirements are too high for her. The reason the course was extended for them was because they were struggling with the work that was required for this qualification, but as the col...
There was a significant amount of knowledge given in this course, involving concepts that in our teaching career will be extremely important. From this course I have gained a significant amount of learning experiences. I had the pleasure learning about how the educational system has come to be what it is today and who were the important people in the creation of the public education, like Horace Mann. Watching the videos and reading the chapters required has opened my eyes more of how a teacher should respond to different situations involving a student, For example when we read the chapter on the laws that revolve around the educators and the students. I had absolutely no clue that students had rights while in school property. Another learning