PRINCIPLE #7: The teacher plans instruction based upon
knowledge of subject matter, students, the community, and curriculum goals.
KNOWLEDGE
Community. This term implies so many different meanings
for so many people, yet, aren’t there some universals which comprise the
elements of what makes one of these things “good”, “productive”,
“functional”? Universals such as civic
values and family values and individual values, Values. Don’t people comprise a universal component
of community? People and students are
one and the same. Subject matter is the
vehicle by which we teach our curriculum goals and guide the person through the
community. Exploring its very essence
and the sentiments upon which it rests.
As a teacher, I understand the ecological connection we share with the
student to the community, both the local and global distinctions of the
term. I understand how it is an
experience can be structured to form its
base of positive and lasting good feeling -- accomplishment. I have demonstrated that I understand these
concepts and theories associated with teaching and the development of the
person and the community; here are some examples.
When
developing my theme around the topic of Ecology, I took painstaking effort to
build concepts and understandings into every facet of the classroom
experience. From the rules of
discussion, which clearly states that each and every opinion is as valid as the
one before and the one to come after, simply because they have all come from
fellow planetmates, not to mention classmates; to the choices in audio/visual
materials utilized to convey certain portions of meaning, at least hopeful
meaning. I encouraged each and every
member of the class to speak up and to let their mind be heard.
For
the long term -- I expect to participate in
pushing for development of
specific curricula defining Ecology and its benefits and costs in the “real”
world. I hope to see a massive swing in
the societal values relating to the treatment of ourselves and the planet. In the short term -- I expect to see myself
constantly self-appraising and self-actualizing the necessary changes that
need to be made at any given
moment. In addition, I expect to see
myself constantly and consistently striving to learn new techniques and
theories which are fundamental to the continuation of any discipline. I expect to be professional and courteous of
others, in both the short and the long term.
I expect to be well and to do well in my vocation as well as in every
other facet of my life. I expect to
purposefully and with great conviction seek out those of my colleagues who
exhibit similar desires and expectations and to forge meaningful and lasting
professional relations with these individuals.
Change is a collegial activity, and I’m a firm believer that life,
at least a large part, is also a
collegial activity. In this frame of
reference, I can adequately assess the methods by which I need to express the
concepts I developed for the Ecology curriculum that was developed during my
Master’s training. As a team, myself and
another member of my class found each other to be sounding boards in a sense,
by which we could develop a simultaneous gait to our teaching. We desired to keep our two classes at the
same point, indeed, we needed to keep four classes of sixth grade students at
the same point. this task was achieved
through the regular Tuesday and Friday meetings set aside for team members to
discuss individual students and portions of the program. Additionally, My classmate and myself had
many informal sessions in which planning and development of style where
mutually worked upon.
In
the classroom, I use several techniques of instruction (Indirect and Direct,
cooperative learning, and critical thinking) to set up challenging and engaging
experiences for the learners to activate prior knowledge of Ecology
(“Reduce, Reuse, Recycle”), to anticipate preconceptions about the world
and its other inhabitants (both flora and fauna), and To capitalize on the
students natural abilities and love for exploration and problem-solving; all of which builds new skill on previously
acquired and developed skill and knowledge bases. Utilizing theory and practical advice from a
wealth of sources, I have structured my activities to meet the requirements for
both left and right brained learners, from those with a high degree of spatial
intelligence to those with low level of linguistic intelligence, I have
attempted to structure learning around multiple perspectives. I enjoy the challenge of making the curricula
match the needs and desires of the students.
Holding my ear close to the ground, so they say, is the only way in
which I can be totally flexible and able to change the structure of the
curriculum and still address the basic needs of the learner. In fact, the transition will hopefully be
somewhat transparent for the students someday, with experience I’m sure it will
develop.
In
short, the necessary elements which allow for a classroom situation to be a
“good” one, is dependent on the motivations, intelligence, and problem-solving
abilities of the teacher, of this I am acutely aware. Further, the relation between the subject
matter and the student must be one of relevance and interest, of humor and of
responsibility, of value and of purpose.
Ultimately, if the community in the classroom grows and develops and
flourishes, the community outside of its walls will ultimately grow and
flourish and develop with health too.
EXPERIENCE
Students’
Guidebook
Letter
writing assignments
No comments:
Post a Comment