EDUC 450B

Reflection - Final Reflection

Looking back through the many blog entries and reflections on course readings and experiences, there is one moment when I feel that I finally understood the importance of incorporating inquiry into the classroom. On October 15, I posted my thoughts concerning the article "Technique Isn't Everything, But It is a Lot." It was through this author's articulation of inquiry, how it can be described from the point of view of both students and teachers, and the analogy of the 'inner voice' that allowed me to fully understand the impact inquiry can hold on a child's long and short term education. In my opinion, this was a turning point that allowed me to better appreciate not only what this course had to offer, but all of my other courses.

Two Things That Have Stayed the Same:

• After reading past blog entries regarding my philosophies, reflections on student interactions and topics regarding classroom managements, etc., I believe that my desire to maintain an honest and encouraging classroom environment remains intact. I still believe that at the core of learning mathematics, student's need to feel a sense of confidence so that they are motivated to learn material as well as to not feel intimidated by what is to be introduced. 
• At this point, I still remain hesitant as the long practicum nears. Perhaps not in the sense as unsure about where to begin, rather more  that there are so many options available - it is now the time to shape what I want my classroom to model.

Two Things That Have Changed:

•  Have discovered that my biggest struggle will be changing the attitudes of my students towards math (instead of understanding).
• My idea of teaching concepts in different ways has changed to include multi-modal methods of instruction and understanding.

Reflection – Inquiry Question and Article                           November 26, 2013

Does homework, specifically within the math classroom, significantly improve student achievement?

I have found the following research brief published by the NCTM concerning homework.  I plan to use it as a starting point for my research and discussion of homework and its effectiveness.

Cooper, H., & National Council of Teachers of Mathematics. (2008). Homework: What

the research says. research brief.().National Council of Teachers of

Mathematics.

The article summarizes four aspects regarding approaches and limitations of studies and interpretations made:

• Studies attempt to diagnose effectiveness of homework by assigning homework to some students but not others.
• Interviews of students (or parents) to describe and report on their study habits and how much time is allocated for homework.
• Simple correlation between homework and achievement (I assumed this to be test scores or overall course grade). Differences between effectiveness at the elementary level versus the secondary level was acknowledged.
• Discussion as to which subject areas benefit the most from requiring homework practices.
• The amount of homework recommended at various grade levels as a result of developmental abilities and encouraging performance and confidence.

The general conclusion was of an affirmative stance that homework will help students to better achieve, specifically with high school math students, given consideration for special cases (IEP, quality of homework, etc.)

As I was looking for articles and browsing through different pieces written on the area of inquiry, I found that the author of this article, Harris Cooper, is traditionally accredited with as the expert in the field regarding homework. More extensive research however also reported that some believe Cooper to have a bias view on the matter of homework. (This caught my attention as in the article, Cooper references two of his published pieces.) Further exploration, reading of more studies and articles, and interviewing of working Mathematics teachers could result in an opinion far less decided then what is presented in the NCTM article.

Reflection – What assessment issues interest/concern you?        November 21, 2013

• Corrections – when allowing students to do corrections, to what extent should we reward them with marks? (Quizzes vs. Tests)
• Besides quizzes and tests, how can we assess student math understanding?
• When allowing students to work in groups, how can we best account for each students participation in the work or attempt to understand concepts?
• Do students better respond to general marking (0, 25, 50, 75, 100) or should we continue to support traditional marking schemes that they are more familiar, and therefore more comfortable with? (These methods may also be used in other subject areas.)
• Reusing tests – is it acceptable for a teacher to use the same unit test, midterm, or final from year to year, or would it not be better practice to adapt testing to each classes response to material, to what was focused that year?
• Teachers seem to keep old tests and do not allow students to review them.

Reflection #9 – Refocusing our Efforts                        November 14, 2013

Similarly with Heather Robinson’s article assigned this week in EDCP 342, “Using Research to Analyze, Inform, and Assess Changes in instruction”, this stance regarding grades also reflects the philosophies that my Sponsor Teacher holds and follows with her math classes. Again, while I understand the need to decrease the role that grades play toward student motivation, I am also beginning to question the greater cultural need to further develop such a paradigm shift.

It is evident that relieving the pressure of grades and a standardized method of ranking student understanding can help students to enjoy learning. Yet, beyond the High School classroom setting, post-secondary institutions have yet to adopt these sorts of ideals. Professional programs, such as law, medicine, and engineering, are entirely structured on grade systems. It is imperative those students are either right or wrong and that they can be evaluated for a factual and conceptual understanding of their expert subject matter. If schools move away from helping students through testing experiences to increase student intrinsic motivation, will there be future repercussions as a result of not being prepared for future instances where testing is inevitable? Will students be prepared for drastically increased levels of stress? By including testing in classrooms, is there a way to “scaffold” stress levels of students as they enter other spheres of their lives beyond the monitored classrooms?

Reflection – Inquiry Project                                           November 14, 2013

What is your question and how did it arise for you?

Question: Does the requirement and enforcement of homework in math classrooms result in significant improvement of student understanding?

When I first began tutoring students, I repeatedly found that when I helped students through concepts after they had already attempted their homework assignment, they had a better overall understanding of what was required and could grasp the concepts more quickly. Those students that wanted to work through their homework assignments together would begin to understand the topic, but would have a harder time working through word problems or applying concepts to different situations. The role of homework to act as practice was essential.

However, during my short term practicum, one of my sponsor teacher’s had a firm policy of not requiring students to complete suggested homework assignments. She passionately believes that students will accommodate their study habits to their learning needs depending on the subject being studied. While I understand her reasoning and evidence for incorporating this approach in her classroom, it fundamentally contradicted what I have experienced with my tutoring students. Yet, in a classroom, a different environment and rapport between students and teachers is created. I would like to further learn about different approaches to homework to better begin establishing my own personal opinion when entering the long practicum.

Why is your question significant (to you and/or others)?

Primarily, the question is significant for me as it is an essential aspect of classroom expectations that reflect my personal teaching philosophy. To best coach my students through understanding the material that I will be presenting, I must be able to assess the effectiveness that homework plays in aiding student understanding. As a result, this question influences student of my future classes and can help me contribute to discussions with my sponsor teachers concerning their positions. We are all working together with the goal of helping students to understand and master skills. Determining the importance of homework as a resource to ensure student comprehension is therefore an important question to pursue.

What resources will you draw on to explore your question? (e.g. journal, readings, curriculum/policy, documents, etc.)

To explore this question, I will draw on the following resources to gain a variety of perspectives and possible conclusions:

·      Interviews with three Sponsor Teachers

o   Interview teachers of other science faculties, e.g. physics

·      Research Papers – Education and Pedagogy

·      Theories concerning the scaffolding of math education

o   Theories concerning academic knowledge development

·      Student learning diversities

o   Aids for different types of learners – how homework is placed in these frameworks

What do you expect to find out?

I expect to find opinions found at all points of the spectrum. Homework policy may be a result of the teacher’s general philosophy, or the homework philosophy may guide a teacher’s general approach to the math classroom. The answer to the question may be to enforce a sort of consistency not only within the classroom, but within he math department at a High School so that students have clear expectations as they move to higher level grades.

Reflection #8 – Pedagogical Sensitivity and Teachers      November 10, 2013

In my opinion, to act tactfully as a teacher is to adopt a necessary state of self-awareness that habitualizes appropriate responses to students and classroom situations based on empathy, equity, encouragement, and role modelling. It is in essence learning how to conduct oneself with students to create a caring environment while trying to accomplish learning objectives. Van Manen acknowledges such a skill however as something that is learned through practical experience but still does not diminish the importance of the role of theory. As a student teacher, it is important to be equipped with this background knowledge so that as we interact with students, we are aware of possible causes, motivations, and approaches to take with students. Such actions, given time and reflective practice can develop into the tact described in the article.

The quotes I selected specifically struck me as they identified ideas that may provide some insight to how else teachers can interpret situations they encounter.

1. “But by showing embarrassment the student reduces inequality and the effects of praise and pride.” (p. 4)  This quote highlighted the idea that between students and teachers, there is a balance of encouragement that each side is working toward to ensure learning.  However, it requires both the student and the teacher to be aware of what is expected of the other. In addition, teachers need to take into account the overall school culture that exists among students. In the example provided in the text, although it is an unfortunate attitude for students to feel embarrassed about their academic success, it is still necessary for the teacher to be aware and acknowledge how such perspectives can affect peer relationships.
2. “This split awareness of self manifests itself as a kind of natural schizophrenia whereby one part of the self somehow dialogues with the other part.” (p. 13)  Van Manen’s description of self-awareness in this quote described for me how a teacher could incorporate reflective practices so that teachers are continuously ensuring decisions made are effective and appropriate. There is an inner dialogue acting as a sort of “check and balance”.
3. “That is why good teachers often have difficulty identifying why things work so well for them (or why they do not work well for that matter).” (p. 19)   Van Manen’s summary of tact for me was summarized in this quote. Being aware of student and teacher interactions, inter-student interactions, and reflective practices work towards developing this sense of conduct that becomes habit or reflexive to the dynamic classroom setting.

Reflection – Ideal School                                                    October 24, 2013

Top 3 aspects of my ideal school:

After our own group’s discussion and listening to the ideas presented by other groups, I feel that the following characteristics would be those that I would most prioritize.

1. Field Experience – This incorporates the idea of putting a greater emphasis on having learning occur outside the classroom than within the confines of a traditional school setting. Having students able to interact with environments and situations that actively use the knowledge they would otherwise read from a textbook, observe in a video, or copy notes from a board would be the best way to effectively communicate the knowledge as well as engage student interest to deepen understanding.
2. Flexibility – A school that acknowledges the diverse areas and types of knowledge and expertise would further students abilities to explore their interests. Providing opportunities for student to explore interests outside of the academic subjects can still enable critical thinking skills, while promoting creativity and preparation for real world possibilities to pursue these skill sets and specialized knowledge.
3. Interdisciplinary Study/Collaboration – Teachers that work with fellow subject experts or with teachers of other specialties can not only add variety and attract interest in a subject, but can challenge traditional assumptions made of certain types of knowledge. For example, students are able to find the math in art, understand the necessary relationships existing between farming, culinary practices, and marketing techniques. It provides a greater sense of how successful communities and environments need to work with one another to best use each other’s strengths and weaknesses to create success as a whole.

Revision of Inquiry Topics

Previously listed:

1. How changing instruction modality affects student observations? Does continuously changing types of instruction help or are certain topics understood with specific types of instruction?
2. Does the amount of homework (practice) help student understanding?
3. Can frequent review improve students’ long-term understanding of topics?
4. Cumulative vs. non-cumulative instructions, review, and testing.
5. Working in groups: should students’ always be allowed to choose when they want to work with others? 
6. Calculators – to what extent should they be used in lessons and practice?
7. How much time should be focused on using technology within a math classroom? (Graphing tools, Touch pads, interactive programs, etc.)

Given today’s discussion with a focus on school structure, I would like to add a possible topic regarding teacher collaboration within the department and between departments:

• Can collaboration between teachers of the same department help student understanding by standardizing expectations for all classroom learning objectives, as well as sharing the results of techniques used?
• Could increasing student interest and engagement through the use of different subject areas, for example art, help students’ to better understand concepts?

Reading #7 – Teaching Themes of Care                               October 18, 2013

This article acknowledged many aspects of education that are not formerly identified in curriculum content but is widely known to occur in schools. That is, teachers are expected to act as role models and guides in developing students morals and values in addition to the standard curriculum expectations.

Overall, I support the author’s claim that schools and teachers need to take an active and conscious approach to incorporating care within the classroom. Personally, I attended Catholic schools throughout my schooling and found that a caring attitude was continuously present in all subject matters. I was fortunate to have teachers relate content to current life examples to draw out our thoughts and opinions toward any possible injustices. Even though it was a Catholic setting, religion was not the only factor that influenced this atmosphere. A general desire to help students develop into citizens that care and help their communities, no matter their spiritual inclinations, was chief.

What causes me to hesitate with Nodding’s arguments is the extent to which teachers should assume to role of including social justice in curriculum. Depending on the students, the grade levels, the demographic, the community, the district, etc., teachers may be supported or rejected to take on such a role. In a public school setting, creating a classroom setting that continuously discussed spirituality may cause some students discomfort or be challenged by parents, for example. Other more controversial issues that the author suggests to incorporate in curriculum may also cause controversy from a parent’s point of view.

As much as I would love to challenge my students to become aware of inequalities in the past and present and to then take on an active caring role, is it my responsibility as a teacher? How can I understand the freedoms, or limits, in my school community to effectively foster a caring attitude amongst my students? To truly be effective, it seems as if departments, and whole school staff need to work towards this common goal. Given my past experiences in only Catholic school settings, how are these values promoted in a Public school setting with so many cultures and religious beliefs present?

  

Reflection – Greg’s Teaching Philosophy                             October 17, 2013

I had the chance to interview Greg during the second set of interviews. Although Greg did not specifically prepare items that reflected his teaching philosophy, we quickly realized his personal life philosophy exactly mirrors what he intends to bring to the classroom. Items included a basic calculator, a Swiss Army Knife, safety pins, and gum. Each object enabled Greg to be prepared for any situation that he encountered whether it be a mechanical car issue or using gum to alleviate heartburn. Many of Greg’s items were symbols of traits he finds valuable so as they were described, I attempted to draw out more personal stories and thoughts as to how they became essential. Greg described more often ideas that related to his life practices so I tried to continuously ask how these would relate to his classroom or students. Knowing that Greg is a parent, he has been enacting a teaching philosophy for many years whether consciously or unconsciously by expressing values and critical thinking abilities with his children.

Greg’s education philosophy can be summarized as that of a tool kit. Every student should learn to equip themselves with basic tools and skill sets so that they are confident and able to solve any problem they encounter. Becoming an expert in the use of every fact or tool used in a subject area, as well as knowing processes that they can be applied, a student can diagnose and work through the set task. For Greg, students need to be resourceful and rely on their own knowledge and skills. A sense of independence and self-reliance is imperative. Understanding your weakness or insecurity was also important for Greg as you are only able to better prepare yourself for these situations if you are able to identify and work through these challenges. Every person has an area in need of improvement, or something that will forever be challenging, thus it is better to accept it and look for an aid rather than deny and avoid the weakness.

To summarize, students must be able to extrapolate from what they find in their toolbox and apply it in a variety of situations, but this type of thinking is not restricted to the classroom for Greg. It is a philosophy that has guided his life and that students can learn to adopt and value as they move forward in their own paths.

Reading #6 – Technique Isn’t Everything, But It Is a Lot             October 15, 2013

For me, this article provided some clear and concise reasoning as to why inquiry style questions can yield more insight to our students’ thought processes when used in a classroom setting. The questions we should be asking are exactly like those an interviewer employs. When talking with our students, we want to coax out as much and as often as possible their “inner voice”. By asking for clarification instead of using leading questions, encouraging more in depth explanations, and interpreting body language as further means of communication, we may be able to understand all that a student is trying to say or what they are hesitant to share. When engaging with students, or even my peers, I often try to supplement conversations with comments to demonstrate active listening and to try and understand what is being explained. However, I now feel that I must be careful to avoid misguiding conversations by supplying my own thoughts. It is more important to create an environment that students feel comfortable sharing their thoughts and being able to use their “inner voice” with little or no hesitation.

Being able to interpret the many situations we will encounter with our students and trying to incorporate inquiry type questions will require practice. Yet if we ensure to equip ourselves with various techniques as well as learn to be self-aware of the types of questions we tend to formulate, then new practices can replace old habits.

Reflection: Flipped Classrooms Debate                                       October 10, 2013

When I first heard about the idea of a ‘flipped classroom’, my first reactions was to disagree with the set up. However, after doing some research and gaining a more thorough understanding of both points of view and their critiques, my opinion has definitely changed.

There are instances, specific lessons and topics, that are better understood through interactive activities, group work, and class discussions. By having students prepare for these classes before they arrive, then the basic knowledge or academic language needed to participate is already acquired. Students can have more time to inquire about the topic and more deeply explore its implications. It also allows students to access not only any course materials, but to be able to talk with one another and the teacher to clarify and cement understanding (by learning together or assisting their peers).

I still hold some reservations as to when flipped classrooms can be used effectively. There are certain concepts that I feel it is necessary to have the teacher gauge student reactions and levels of understanding continuously through a lesson. A video may be too simply of a delivery system for more involve, detailed, or complicated material. For example, the unit circle is a model that contains a large amount of information derived from a multitude of sources involving the interaction of trigonometry and Cartesian space awareness. Students may be overwhelmed and disheartened with the ideas if it is introduced through a video, whereas having a teacher to act as a guide and clarify confusion the instant it arises may subvert any student misgivings.

My interpretation of flipped classrooms has now categorized it as another form of a teaching style or technique. Just with all types of modalities, there is a time and place of when it is most effective and it is up to us as educators to determine when it can be best implemented.

Reading #5 – The Art of Questioning your Students                 October 8, 2013

The author’s introduction of ensuring its reader that questioning is a skill that can be learned and acquired was reassuring. The entire discussion lead to the idea that this essential technique to effective teaching can be strengthened, like a muscle, and simply needs practice once we are aware of the less helpful methods (seven deadly sins).

In another course, we have discussed the use of effective questioning practices as a key method to helping our English Language Learners (ELL) but they really serve to assist all types of learners. Readings from both classes have reinforced the need to use questions that inspire critical thinking from students. Often, we adapt the more traditional approach to ask questions to which the teacher already knows the answer. Both the student and the teacher in these instances are not allowing for learning to occur. They are instead enforcing systematic and reactionary answers.

If we want our students to be motivated to learn material, than we must cause them to become interested in their own learning. Having them critically think and want to explore the concepts is accomplished with questions that have been created using critical thinking by their creator. As educators, we can only expect from our students the same type of engagement in the material that we have ourselves invested into the development of the learning environment.

Possible Research Topics                                                                 October 3, 2013

1. How changing instruction modality affects student observations? Does continuously changing types of instruction help or are certain topics understood with specific types of instruction?
2. Does the amount of homework (practice) help student understanding?
3. Can frequent review improve students’ long-term understanding of topics?
4. Cumulative vs. non-cumulative instructions, review, and testing.
5. Working in groups: should students’ always be allowed to choose when they want to work with others? 
6. Calculators – to what extent should they be used in lessons and practice?
7. How much time should be focused on using technology within a math classroom? (Graphing tools, Touch pads, interactive programs, etc.)

Reading #4 – The Kind of Schools We Need                                  September 30, 2013       

While I can appreciate the ideas, suggestions, and values Eisner presents in his article, I also feel that the presentation of the type of school he describes is quite idealistic. I agree that teacher inquiry, encouraging diverse students and their strengths, conversations, student inquiry, and community interactions are all essential aspects that schools need to address within curriculum delivery and student teacher relationships. However, the extent to which each idea Eisner believes should be accommodated would not serve the best interest for students as society is structured presently.

For example, if students are given the option to specialize themselves and pursue mastery of specific subjects, thus ignoring others, then it is assuming that the student knows how to best prepare themselves for a future that they have decided upon. In reality most students, even adults, require exposure to many interests and experiences before even considering areas that they wish to further study or develop skills. Encouraging students to foster their talents and passions is essential, yet as teachers, it is also our responsibility to ensure they are equipped with a diverse set of skills for any situation they may encounter.

Later on, Eisner states, “The point of learning something in school is to enrich life outside school and to acquire the kills and ideas that will enable one o produce the questions and perform the activities that one’s life will require.” (p. 581) In my opinion, this cannot be supported if we solely encourage an education system that excludes content from all subjects. It is important to note that confidence, self-esteem and a higher level of mastery is acquired through specialization. Having students work through subjects that are more difficult to grasp, challenge their intuition, and require effort is in itself a valuable learning opportunity. If students are continuously allowed to only pursue areas that they have talent or are driven by passion and interests, they will not ever learn how to deal with difficult situations and learn to overcome adversity of all types.

Currently, our society continues to move towards a more complex grouping of specialized fields. Before we are able to become experts in one field, it is crucial to be aware and appreciate the challenges of all fields.

Exit Slip: Mission Statement                                                     September 26, 2013

My mission as an educator is to:

1. Empower students with knowledge and understanding of subject matter.
2. Engage students to be active in their own learning.
3. Coach students as they develop the skills and habits needed to pursue their aspirations.
4. Become a support system and confidant that students can comfortably seek help and advice.
5. Challenge students to a higher standard to help them meet their full potential.
6. Inspire confidence in students’ own abilities.
7. Take time to be familiar with students on a personal level.
8. Act as a role model through my conduct to support kind, moral, and ethical behaviour.
9. Be an active member in many facets of the school community and its programs.
10. Ensure each student is treated equally with respect and dignity.

Reading #3:                                                                                       September 24, 2013

Reflective Teaching and Educational Inquiry    

Last week’s article by Zeichner and Grant focused on reflection and highlighted not only the benefits of incorporating this practice, but emphasized its necessity in the field. Henderson’s article added to this idea through the examination of inquiry and its role in the classroom. Developing the habit of asking questions, altering habits, and questioning the purpose and authenticity of our actions is not enough. I agree with the article and its push to have teachers take the next step and put into action their reflections – that is to inquire and construct an external dialogue besides having an individual internal dialogue. As teachers, we should be always searching for methods that have the most impact on our students for both content delivery as well as societal and contextual circumstances. We are not able to design all of the methods that can be most effective on our own so the idea of a team approach seems intuitive. By inquiring with our colleagues and with our students, the diverse amounts of knowledge and ways in which it is explored can be expanded and enriched for both the student and teacher experience.

What’s Old is New Again!                       

Clarke and Erikson’s historical account of the evolution of classroom and teacher inquiry supports the idea of inquiry needing to be at the forefront of education. After first attempting to examine the process of understanding through a research and scientific approach, all involved acknowledged the need for a more experiential concept. The history of education research itself indicates the need for teacher inquiry. Interactions with students and witnessing the change in understanding and behaviour as a direct result of teacher inquiry produces ensure success for both the student and the teacher.

An element that especially caught my attention was the difference between “teacher knowing” and “teacher knowledge” as compared in the closing statements of the article. Once again, the concept of relational and instrumental understanding came to mind. If a teacher does not reflect and inquire into their practices, then they are acting as a conduit of information thus promoting instrumental understanding. While those teachers who actively seek information, are curious about their own actions and how to best interact and challenge their students, they begin to engage and promote rational understanding. Teachers themselves must model the type of understanding that they wish to encourage in their students.

~

Overall, the two articles created a link between reflection and inquiry. As beneficial as reflection can be to improving a teacher’s self awareness and habits, inquiry is the process that allows us to put into action what has been thought and challenge the reflexive practices.

Exit Slip: Reflecting on the TPI and the Article                                    September 19, 2013

Who do you think you are as a teacher?

Reading the article concerning reflection revealed an aspect of teaching that I had not considered before -  being adaptable while taking into account my own values and beliefs. As society, curriculum, and supported methods of instruction change, it is important to always stay current. However, I now hope to become a teacher that not only stays aware of all of these updates but can also be dynamic in my teaching practices and still be true to what I fundamentally believe my students need to be as successful as possible. I hope that while I always take into consideration varying opinions, points of view, and new available skills, I remain confident in bringing parts of myself to my practice.

What is your purpose?

My purpose is to act as a guide to either delivering the knowledge and understanding that my students need to be successful, or to aid them in their search of what they are trying to define for themselves. Whether that be providing lessons that ensure their complete understanding of the subject matter, or providing opportunities to explore outside interests and hobbies that can contribute to their happiness and overall success. Ultimately, I want to be a support system and a tool for my students that they never hesitate to call upon or feel they can rely on while searching to determine their own values, beliefs, goals, and aspirations.

What is important to you?

It is important to me that I remain honest with myself and continuously work to improve as a teacher and a role model all while preserving my own beliefs self identity. I hope that this all enables me to instill the self confidence and skills in students that I prioritize as an essential product of the classroom when I enter the field of education.

Reading #2: On Becoming a Reflective Teacher                                  September 17, 2013

“You constantly reevaluate [content, methods, and procedures used in your classroom] worth in relation to students currently enrolled and to the circumstance.” (p. 106)

This quote in the Grant and Zeichner reading as something that struck me as a perfect summation of how teachers should interpret the kind of reflection that should be incorporated into their practices. Although the critics (Philip Jackson) emphasize the amount of time required to properly reflect and how this can reduce efficiency of teaching, I believe that if reflection can become a continuous habit incorporated in all daily routines and decision making processes, it can actually contribute to increasing quality and quantity of learning being done within a classroom.

By solely following a curriculum and the regulations set by institutions, education becomes static. It is not able to mature and develop as quickly as knowledge is discovered, societal perceptions shift, and the maturation of students. We instead become a sort of machine that reiterates information instead of acting as a check and balance for the knowledge we are responsible for communicating to our students. As teachers, we in essence act as filters. Is it not then our responsibility to be a rounded and considerate filter that also acknowledges and works through personal and shared perspectives and biases?

Another quote that captured this idea and impacted my personal expectations and responsibilities for teachers was “…accepting all students and willing to learn about and affirm the uniqueness of each student for whom he or she accepts responsibility.” (p. 107) Teachers are not to mold every child into exact copies of one another, but are to explore each individual’s strengths and weaknesses and assist them to flourish in all aspect of their life. Neither taking the time to reflect upon each student’s situation, nor exploring possible approaches for each child returns the role of the teacher back into a machine of information delivery rather than a model to prepare for future societal interactions.

In all, this article furthered my belief that as a teacher it is essential that we appreciate the benefits of incorporating reflecting into our craft. The self-awareness and impacts our actions have on our students can have lasting impacts. Learning to be conscious if this is not something that should be dismissed because it is time consuming, it should instead be seen as a responsibility to become the best educators for our future students.

Exit Slip - What does it mean to be educated?                                  September 12, 2013

After the various discussions concerning the purpose of education, how we define education, and our own intentions for education, I have come to realize a difference between an educated person and the ideal educated person. My interpretation of ideal is that what which society deems as the educated person that best fits and serves the society's workings. The difference mainly stems from the institutional training that is normally associated with gaining an education instead of learning through experience and gaining insights through this exposure to various types of knowledge. Our discussions then lead us to believe that there are many people who have never spent time within a formalized education system but are some of the most knowledgeable and self-aware within their community, field, interest, or passion.

The general discussions today have also caused me to turn my attention to other streams of knowledge and to try to learn from these areas, methods, and approaches that are not as heavily emphasized in society. To ensure that I am not dismissing a field by choosing to not explore it, focusing on my awareness of personal creativity and the creativity of others, and to continuously validate unfamiliar knowledge through possibilities and contextualization. In doing so, I feel that I can broaden my definition of educated while also contributing to my own education. I have already learned to appreciate the use of articles and texts, but I am now truly beginning to realize the potential that lies in the sharing and discussing of all types of values and knowledge in pursuit of becoming "educated".


Reading #1

What is education for?

The author seems to call into question the real motivations behind education and what we are using it for in current situations. The six myths he highlights describe applications that are ego-centric and selfish in their workings.  He suggests that we seem to be using knowledge to try and force situations that fit our needs, our wants, and our desires. Instead, we must begin to recognize a world, an ecosystem that existed before our consciousness of existence. Rather than trying to bend the environment to what we envision, it is important for us to first be aware of our environment so that while becoming educated, we can take into account the effects and impacts our actions will have. Our political, socio-economic, environmental, and social interactions are directly connected and to be cognizant of the influences can increase the amount of positive impacts and growth we can stimulate. I agree with the sentiment that education should be used to improve the world we live in rather than used as a tool to manipulate it for our own purposes. Any single person can be taught facts and skills but it is how we apply that knowledge, or guide our students to apply their knowledge, that can mark a “proper” education.

How school kills creativity

Initially, as Ken Robinson discusses the organization of schools, how subjects are prioritized, and schools compared to education, I am reminded of Osborne’s paper “Education and Schooling”. (Read this paper in EDST 401.) After having schools be mainstreamed for the last century, or more, have we become complacent in societal placed importance on certain subjects? This is most evident with education inflation happening in the science and technological based industries.

The discussion of the arts and its dismissed importance in the education system inspires me to want to incorporate more interdisciplinary practices within my classroom. Given mathematics is such a factual and methodical area, being able to breathe creativity and flexibility into how the material is presented and absorbed would mean including those who are more talented with arts and humanities. I want to be able to include all of my students and continuously encourage their strengths and talents no matter the subject area. This presentation has caused me to adopt me a sense of responsibility as a teacher to be open to creative processes, and to become aware as to how I am able to encourage and foster it within my classroom and teaching environment.