3 philosophies
TRANSCRIPT
Philosophies
Of EducationOf Classroom ManagementOf Grading
Like a Ladder
Teaching philosophy needs a secure footing – classroom management
Teaching philosophy needs good anchors - tests and measurements
Tests and measurements need sound philosophy of grading behind them to keep the right pitch at all times.
Like A Flow Chart Classroom
management philosophy sets a logical base
Philosophy of education helps students design good questions
Philosophy of grading insures input error checking and allows corrections
Philosophy of Classroom Management
Set clear behavior expectations in the first class. Base expectations on School and State policies. Set consequences. Set the way behavior will be monitored, dealt with
and consequences applied right at the beginning. Allow flexibility to be able to deal with individual
needs and circumstances.
Application of Philosophy of Classroom Management
Be observant Be aware of circumstances in students' lives that might have
impact on behavior. Be in close proximity to students whenever possible to enhance
observations and make quick adjustments for them in Giving opportunities to succeed before receiving consequences. Adjusting environment to help deal with proximity between students
that might be pushing the situation. Adjusting physical environment to prevent sleepiness, stress, etc.
Critical issues in Classroom Management Adhere to parameters throughout year
– a teacher who is inconsistent will end up like a reed broken by the wind and the classroom management will not be recoverable.
Always deal with the issues in a gentle but firm manner.
Avoid emotional entanglements or arguments in class
Be ready to call for school security or transfer the problem to security if it is out of my ability to handle.
The foundation has been laid.Now What?
How do I adjust the foundation for special needs students without compromising classroom control?
How do I start the teaching from different foundations or different types of ground for different students?
Philosophy of Education
Is designed to develop the ability to learn not just to store information.
Is the flow chart for learning and will allow for variations in learning style, ability, and differences as well as other circumstances.
Charting a path for each student
Know each student Get to know each
parent Constantly be on the
look out for changes in each student that will require changes in teaching techniques to allow the student to learn to learn.
Like setting the stage for success.
Intervention – Applying Test and Measurements to insure the path is correct
for each student Set a baseline for
each student at beginning of course with a knowledge test – no grade.
As they progress, test to see if they are keeping up with the pace of the class and reaching and standing firmly on the ladder's platforms.
Intervention – Applying Test and Measurements to insure the path is correct for
each student
Make adjustments to materials, delivery methods, and assignments to fit needs of each student so each student can reach the next test or platform along with the rest in the class
Grading Philosophy Use Tests to determine understanding of
principles underlying the actions needed to succeed in my courses.
Use projects and observation to determine if the concepts have gotten from head to hands.
Grading Philosophy
Be willing to adjust grades for all students on the validity of the tests.
Be firm on grades given if tests have been evaluated for authenticity, accuracy, and applicability and have passed muster.
Grading Philosophy
Always give the students the rubrics needed for them to be able to evaluate their own work on projects. This insures better understanding of the work done, and less room for maneuvering around the teacher if the student doesn't like a grade assigned.
Grading Philosophy
Stick to the rubric every time. Unless I evaluate the rubric and find it faulty. Then adjust it and explain the changes to the class if it close to the beginning of the project. If not, drop the grade on the worst project.
Grading Philosophy
Do everything in my power to make sure that all tests and rubrics are properly evaluated before they are given out.
Do everything in my power to make sure that all tests and projects are appropriate to the class, the objectives of the class, and the state requirements for the class.
Grading Philosophy
Communicate the why of my tests, projects, and grades early in the course and reiterate before each one is assigned or administered.
Remember to think about what is best for each student as I prepare these tools and give the grades.
Recap Make a stable, warm, community learning
environment that is well controlled and looks out for the needs of each student.
Be consistent in all things. Find a common starting point for the class to
learn together.
Recap Always make every attempt to reach every
child in a way that suits personal learning styles, abilities, disabilities, and general competencies.
Use projects and intermittent tests to enhance teaching and evaluate changes that need to be made to insure understanding for each student.