Albert Einstein once said: "It is the supreme art of the teacher to awaken joy in creative expression and knowledge." Indeed, being a teacher is very challenging. Teaching, as a profession, it is both a science and an art. It is a science because you have to make sure that the methods and contents used are all backed by sound scientific research. It is also an art because you have to stimulate and be creative in influencing your students to learn.
As a teacher, my main objective is to assist the students be taught and develop while nurturing their own "creativity and curiosity" (Sliva, 2004). By teaching the students the conventional curriculum in a non-traditional, I want to give them the inspiration to learn, open up their minds to fresh ideas, and let them discover these ideas on their own. According to Highland Council Education, Culture and Sport Service (2010), teachers are essential and make a distinction. The value of teaching is a important factor in encouraging efficient learning in schools. Successful teaching entails persons who are academically capable and who be concerned regarding the well-being of children and youth.
Educational psychologist Albert Bandura emphasized social cognitive theory as a highly significant combination of behavioral, cognitive and societal factors where the process of observational knowledge in which a learner's actions changes as a result of observing others' deeds and its costs (Schunk & Hanson, 1985). I think a classroom like this will promote a child's capacity to be imaginative, self motivated, and to discover social skills that are important in the actual world. To compliment this philosophy, the deliberate use of applause and rewards to update students on their performance rather than as a measure of controlling student actions is a very good reward system in teaching. In order to exercise rewards to enlighten students about their deeds, teachers must stress the worth of the actions that is rewarded and also clarify to students the definite skills they established to receive the reward. Teachers ought to also support "student collaboration in selecting rewards and defining appropriate behaviors that will earn rewards" (Bear, 2005).
An experiment by Schunk and Hanson, that considered grade 2 students who had beforehand encountered trouble in learning subtraction, point up the style of research inspired by social learning theory. Students who observed peer examples scored better on a subtraction post-test and also accounted greater assurance in their subtraction skill. The outcome were translated as behind the hypothesis that supposed likeness of the model to the learner raises self-efficacy, leading to added helpful learning of modeled performance. It is thought that peer modeling is mostly useful for students who have dwindling self-efficacy.
I consider that each education philosophy has its excellent characteristic and linking all philosophies will be most valuable for my learners and for my classroom. However, I think that using a blend of the Social Reconstructionism and Essentialism philosophies will be the most impartial approach to utilize in my classroom. One may ask how it is promising to apply Essentialism and Social Reconstrutionism, but I have faith in the major goal of Essentialism are important to designing a composed classroom.
Through actual experience or a simulation, teachers who use Social Reconstructionism challenge their students to think and feel-and to acquire strong moral values. Through a lecture and demonstration, teachers who use the Essentialist approach focus on giving their students a sound understanding of fundamentals despite of the various background factors of the students. These factors comprise the learner's developmental condition, the perceived stature and ability of the model, the consequences received by the example, the significance of the model's performance and consequences to the learner's objective, and the learner's self-efficacy.
I do also consider that it is crucial for students to discover the essentials of education. If the basics of learning (reading, writing, and arithmetic) are taught in a means that incorporates the approaches of Social Reconstrucionism, students will be more likely to make a relationship with what they learned. If students retain information and make a association with what they learn they will be more able to harness it and utilize it in actual life circumstances. As a teacher, I will promote pupil contribution in the course of problem solving, inquiring, debate and "buzz group" events. I will also be treat all pupils' queries honestly and do not frighten or laugh at. Questioning, observation and listening in will be used as regular informal assessment strategies. Since individuals understand at different rates and in different ways, a mixture of activities, tasks, and paces of work will be emphasized. The use of breaks and activities to connect pupils' thinking and concentration will be fostered by turning to reading and research for new insights and connecting these to their classroom and school and if possible, to their own lives.
It is also my principle that the classroom should be taught surrounding the student, not the educator. Inquisitive students should be responded and their questions explored. Teachers can initiate by teaching the vital information and can allow students minds develop in other trend. Students will be more fanatical about subjects they benefit from; therefore student's outlook and welfare in the subject matter should be one of the highest main concerns in a classroom.
In my mind, the bottom line is it is important for students to learn and grow. If it means I need to change the way I teach every year and work very hard at it, then that is what I will do. I feel it is necessary for teachers to not get caught in a rut. Teachers need to try new things and explore new possibilities by providing learners with understandable tasks, goals, and conditions then update them of development because a key proficiency in teaching is the capacity to enlighten and illustrate things clearly. I will also emphasize and encourage my pupils to reflect, to make connections, to practice and strengthen, to learn from other learners and to consider that if they make errors, they will not be derided or treated depressingly.
On the other hand, it is also significant to employ preventative approaches to classroom supervision that engages in creating a optimistic classroom identity with shared reverence involving teacher and student. Teachers with the preventative approach present warmth, recognition, and aid unconditionally. "Fair rules and consequences are established" and students are given regular and constant advice about their actions (Bear, 2008).
The most influential single aspect that improves success is feedback - optimistic, constructive, clearly targeted. Effective teachers make reason and content clear, plan carefully, use organized assessment and response, make associations, support children to think about thinking and be models what they want the children to do, just as William Arthur Ward says: "The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires."
Bear, G, Cavalier, A, & Manning, M. (2005). "Developing self-discipline and preventing and correcting misbehavior." Allyn & Bacon.
Bear, G. (2008). "Best practices in classroom discipline." Bethesda, MD. National Association of School Psychologists
Schunk, D. H., & Hanson, A. R. (1985). Peer models: Influence on children's self-efficacy and achievement behavior. Journal of Educational Psychology, 77, 313-322.
Zimmerman, B. J. (1998). "Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models." From teaching to self-reflective practice (pp. 1-19). New York: Guilford.
Hattie, J., Biggs, J., & Purdie, N. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research, 66, 99-136.
Sliva, K. (2004). "Teaching Philosophy." Accessed on December 20, 2010 at http://csmstu01.csm.edu/students/ksliva/Philosophy/Philosophy.htm
Highland Council Education, Culture and Sport Service (2010). "Learning and Teaching should be Inclusive and Enjoyable: What makes a good teacher?" Accessed on December 20, 2010 at http://www.highlandschools-virtualib.org.uk/ltt/inclusive_enjoyable/teacher.htm