This obviously still needs some work, but here is an attempt at writing my Teaching Philosophy.
Introduction
It is my goal to teach students how to think, not what to think. As a high school mathematics teacher, I look forward to the opportunity to teaching students how to learn from their mistakes, to real life problems and to expand critical thinking. It is my goal to instill in students a belief in their abilities, a strong work ethic, respect for others, and the knowledge to impact the global community. I will create lifelong mathematical learners by creating an understanding that knowledge is developed and thus help students develop an understanding of how they learn as individuals in order to lay the foundation not only for great academic success, but also great real world success.
Growth and Development
I will create an environment of trust, one that will help students understand exactly what I am teaching and why it is important to learn. I will encourage students to think comparatively and critically in order to understand the means to solution, not just the ends. I require students to teach one lesson per semester in order to promote further growth in a specific topic, and garner additional skills, such as public speaking. Furthermore, I will promote peer interactions by frequently putting students into groups to work through lessons learned using different mathematical manipulatives as well as working through homework sets, thus fostering teamwork and cooperation. Finally, as students need goals, I will help students develop short and long term, measurable and obtainable, academic and personal goals that are created by the student. Goals help students have something to strive for, as well as creating an opportunity for reflection for students as they progress through their education.
Learning Environment
I will create a community in my classroom that is safe for students to explore ideas. To do so, only constructive criticism will be allowed and distractions and interruptions will be avoided to allow students to focus on learning. Understanding that every student is different, lessons will be adapted to each student’s individual learning needs, allowing for students to be engaged and to participate within the classroom community. I will daily demonstrate the relevance of mathematics in the real world, helping to keep curiosity high. Relevant homework will be given each day. Assessment will focus on improvement, mastery of goals and standards, and also effort. By rewarding success in these areas, students will be motivated to examine how they learn and thus be further involved in their education. Finally, students will know I am willing and able to answer all questions, or know where to get the necessary information to answer a question I can’t immediately answer. By making clear to students they can talk to me, I will be able to help develop relationships with the students that will help influence academic and personal growth.
Instructional Planning
To teach students in a way they will learn how to think I will differentiate their learning by using direct instruction in addition to using individualized instruction and manipulatives whenever possible in order to create hands-on, exciting, and involved learning. Everyday I will begin class with a real world problem that will incorporate topics previously discussed or material that will be taught that day. Using real world problems will help spark curiosity, which is the main motivator for students to learn. Additionally, I understand that students take responsibility for their education when they are given the opportunity to help decide what they are taught. Whenever possible, I will give choices concerning what and how they learn, guiding them to learn the materials designated necessary by the standards, but also learning how to arrive at answers to problems.
Professionalism
As an educator, it is important to never be satisfied with the old methods of teaching mathematics. Thus, I will continue to learn new teaching methods, new ways of student learning, and continue to learn different aspects of both the student/teacher relationship and the ways people learn. I want to help every student learn the necessary mathematics requirements, as well as how to be good productive members of society that can effectively problem solve potential problems that arise before them. I look forward to building relationships with other teachers and seek their counsel to improve my abilities. Additionally, I will work extensively with my colleagues and with the parents of the students in order to offer the best education possible. Furthermore, I will work with other classes, primarily science, in order to give an interdisciplinary balance to the students’ education. To do so, I will become qualified to teach science in addition to mathematics.
Sunday, July 19, 2009
Tuesday, June 23, 2009
Excercise 2 - Student-Centered Instructional Activities
Exercise 2:
F = Familiar
E = Effective Used by a Teacher
L = As a student, the activity was enjoyed (liked)
F,E,L: Brainstorming
- Buzz Sessions
F,E: Case Study
F,E,L: Committee
F: Cooperative Learning
F,E,L: Debate
F: Discovery
F,E,L: Discussion, whole-class
F,E,L: Field Trip
- Fish Bowl
- Forum
- Inquiry
- Jury Trial
- Learning Activity Center
F,E,L: Panel Discussion
F: Project or Independent Study
F: Role-Playing
F,E: Roundtable Discussion
F,E,L: Simulation
- Sociodrama
F,E,L Symposium
Some of my most memorable Student-Centered Instructional Activities are as follows:
Debate: In my high school law and public speaking class, each student had to randomly draw a topic and a position (in favor or against) then debate another student (the one with the opposite position) in front of the class. The class would then vote on the winner of the debate was by whether or not their original opinion had been swayed. This was memorable for me because it took me out of my comfort zone. I did not agree with the position on the topic that I received, but I had to research it and then make valid arguments to convey my position. This was very challenging, but ultimately I learned infinitely more about the topic then what I had known about it when I formulated my original opinion. Additionally, because it was generally peer reviewed, the critique was far different then what might (and ultimately did) come from the teachers of the course.
A second Student-Centered Instructional Activity that I have fond memories of are whole-class discussions. In a ACP Literature Course, the class read Crime and Punishment by Dostoyevsky. A challenging read, but it actually is one of my favorite books. But, ultimately, I remember far more about the class discussion afterward then I actually remember of the book. The class would get into feverish debates over what the perfect crime was, the human mind and its conscience, and generally what Dostoyevsky was trying to accomplish in writing this novel.
I think many of my fondest memories from classroom activities are group centered and discussion based.
F = Familiar
E = Effective Used by a Teacher
L = As a student, the activity was enjoyed (liked)
F,E,L: Brainstorming
- Buzz Sessions
F,E: Case Study
F,E,L: Committee
F: Cooperative Learning
F,E,L: Debate
F: Discovery
F,E,L: Discussion, whole-class
F,E,L: Field Trip
- Fish Bowl
- Forum
- Inquiry
- Jury Trial
- Learning Activity Center
F,E,L: Panel Discussion
F: Project or Independent Study
F: Role-Playing
F,E: Roundtable Discussion
F,E,L: Simulation
- Sociodrama
F,E,L Symposium
Some of my most memorable Student-Centered Instructional Activities are as follows:
Debate: In my high school law and public speaking class, each student had to randomly draw a topic and a position (in favor or against) then debate another student (the one with the opposite position) in front of the class. The class would then vote on the winner of the debate was by whether or not their original opinion had been swayed. This was memorable for me because it took me out of my comfort zone. I did not agree with the position on the topic that I received, but I had to research it and then make valid arguments to convey my position. This was very challenging, but ultimately I learned infinitely more about the topic then what I had known about it when I formulated my original opinion. Additionally, because it was generally peer reviewed, the critique was far different then what might (and ultimately did) come from the teachers of the course.
A second Student-Centered Instructional Activity that I have fond memories of are whole-class discussions. In a ACP Literature Course, the class read Crime and Punishment by Dostoyevsky. A challenging read, but it actually is one of my favorite books. But, ultimately, I remember far more about the class discussion afterward then I actually remember of the book. The class would get into feverish debates over what the perfect crime was, the human mind and its conscience, and generally what Dostoyevsky was trying to accomplish in writing this novel.
I think many of my fondest memories from classroom activities are group centered and discussion based.
Excercise 1 - Direct Experience
Exercise 1:
Grade: Junior Year of High School
Course: Mythology
Lesson Duration: 2 days (1 lecture and 1 activity)
Disciplines Integrated: Reading, Problem Solving, Writing
In the Mythology Class at Buchanan High School, there are many hands on activities. One such activity is entitled Hobo Language. Day 1 consisted of a lecture and classroom discussion regarding homeless people in Chicago, particularly in the 1960s and 1970 (even through today), and the way they communicated with each other. Known to some as graffiti, the homeless of Chicago would draw pictures on walls, lamp posts, etc. letting other homeless people know that this location was a place where food could be found, shelter could be obtained, or a place that was needed to be avoided. Particularly interesting was the discussion in what pictures were drawn to say the different things. Some of the symbols the students could easily figure out, while others were extremely challenging. At the end of the first day we were given additionally information regarding the language and then were required to write out directions for a partner to find something.
The second day was essentially a scavenger hunt created by the teacher. We were required to go through the school following the hobo language in order to find different things. Additionally, we could either “help” or “harm” our classmates, by leaving additional symbols at the different locations in order to give clues or lead the following groups astray.
1. Why do you remember this particular direct experience?
I remember this particular experience because it was first a very interesting discussion about culture and symbols that could be interpreted into a whole new language. Then, after learning this language, we were given the opportunity to go out and actually use it – to try to “speak” the language in a semi-real-world environment. If the topic had just been a lecture and then the class moved on to a new subject, would have made the entire learning experience far less memorable/enjoyable.
2. How could the experience have been better?
The experience could have been better if the class had gone out into the real world and found the symbols in the city. However, Chicago is a distance away and these symbols are not generally found in the safest locations for young people, so I understand why this did not occur.
3. Which learning modalities were embedded in the direct experience? Explain how the various sensory preferences were addressed.
Both the Delivery Mode and Access Mode were utilized in this Mythology Lesson. In particular, the Delivery Mode consisted of the teacher using a formal teacher talk (lecture) to quickly get the necessary history, facts, and basics regarding the hobo language. The lesson was then handed over to students where we were able to use different books to further our knowledge about the hobo language (Access Mode) and through this additional knowledge we were then asked to write out directions for our neighbor to find various things in the school: for example, the bathroom, the cafeteria, the auditorium and the gym. This allowed us to further understand and be able to interpret the language.
Both modes together gave the students the necessary resources to be able to follow a scavenger hunt the following day.
Verbal Experience: The Teacher Lecture
Visual Experience: Still Pictures and diagrams showing the different symbols in the hobo language.
Direct Experience: The students actually went out and used what was learned through a scavenger hunt.
It is my opinion that nearly all of the senses were used within this lesson. Audibly, the students listened to the lecture and visually, the students looked at the symbols. Additionally, the students advanced further visually by looking at more and more symbols in order to further grasp the language. Then, after all this background knowledge had been acquired, the students, through direct experience, had to go out into the world and speak the language. Thus using problem solving skills, interpretation skills, and stepping outside of the comfort of their primary language (English), the students were able to grow academically.
Grade: Junior Year of High School
Course: Mythology
Lesson Duration: 2 days (1 lecture and 1 activity)
Disciplines Integrated: Reading, Problem Solving, Writing
In the Mythology Class at Buchanan High School, there are many hands on activities. One such activity is entitled Hobo Language. Day 1 consisted of a lecture and classroom discussion regarding homeless people in Chicago, particularly in the 1960s and 1970 (even through today), and the way they communicated with each other. Known to some as graffiti, the homeless of Chicago would draw pictures on walls, lamp posts, etc. letting other homeless people know that this location was a place where food could be found, shelter could be obtained, or a place that was needed to be avoided. Particularly interesting was the discussion in what pictures were drawn to say the different things. Some of the symbols the students could easily figure out, while others were extremely challenging. At the end of the first day we were given additionally information regarding the language and then were required to write out directions for a partner to find something.
The second day was essentially a scavenger hunt created by the teacher. We were required to go through the school following the hobo language in order to find different things. Additionally, we could either “help” or “harm” our classmates, by leaving additional symbols at the different locations in order to give clues or lead the following groups astray.
1. Why do you remember this particular direct experience?
I remember this particular experience because it was first a very interesting discussion about culture and symbols that could be interpreted into a whole new language. Then, after learning this language, we were given the opportunity to go out and actually use it – to try to “speak” the language in a semi-real-world environment. If the topic had just been a lecture and then the class moved on to a new subject, would have made the entire learning experience far less memorable/enjoyable.
2. How could the experience have been better?
The experience could have been better if the class had gone out into the real world and found the symbols in the city. However, Chicago is a distance away and these symbols are not generally found in the safest locations for young people, so I understand why this did not occur.
3. Which learning modalities were embedded in the direct experience? Explain how the various sensory preferences were addressed.
Both the Delivery Mode and Access Mode were utilized in this Mythology Lesson. In particular, the Delivery Mode consisted of the teacher using a formal teacher talk (lecture) to quickly get the necessary history, facts, and basics regarding the hobo language. The lesson was then handed over to students where we were able to use different books to further our knowledge about the hobo language (Access Mode) and through this additional knowledge we were then asked to write out directions for our neighbor to find various things in the school: for example, the bathroom, the cafeteria, the auditorium and the gym. This allowed us to further understand and be able to interpret the language.
Both modes together gave the students the necessary resources to be able to follow a scavenger hunt the following day.
Verbal Experience: The Teacher Lecture
Visual Experience: Still Pictures and diagrams showing the different symbols in the hobo language.
Direct Experience: The students actually went out and used what was learned through a scavenger hunt.
It is my opinion that nearly all of the senses were used within this lesson. Audibly, the students listened to the lecture and visually, the students looked at the symbols. Additionally, the students advanced further visually by looking at more and more symbols in order to further grasp the language. Then, after all this background knowledge had been acquired, the students, through direct experience, had to go out into the world and speak the language. Thus using problem solving skills, interpretation skills, and stepping outside of the comfort of their primary language (English), the students were able to grow academically.
Subscribe to:
Posts (Atom)