Take the Quiz
*Why do you want to be a teacher?
*What do you want to accomplish?
*What qualities will you take into the classroom?
*What else do you need to know to be successful?
(while you’re waiting)
Foundational BeliefsGuiding Teacher Education
Jodee AndersonStacy Banks
Alicia KeeganRachel White
Seattle Pacific University
EDU 6120Dr. Arthur Ellis
June 8, 2009
Purpose
To help new educators think critically about important issues related to teaching and learning
To give a sense of the history and philosophy that has guided this noble profession
OverviewAbout TeachersMotivationsGoalsQualities
Student PerspectivesThe ClassroomThe TeacherStudent Needs
Knowledge & AchievementWorthwhile KnowledgeRaising AchievementWhat Really Matters
Motivations for TeachingImpact the lives of studentsPositively influence own childrenShare knowledge with othersBe in chargeParticipate in intellectual
discovery (Postman & Weingartner, 2004)
Engage in life-long learningHave summers/holidays off
Goals in TeachingTeach critical thinkingTeach how to learnEngage students in learningSee student progress within the aims of education
Academic knowledgeCitizenshipEmploymentSelf-realization
Create hunger for knowledge and skills to explore
Qualities of Great TeachersSkill
Subject matterClassroom managementProfessional growthInstructional design
EnthusiasmPositive atmosphereInfluence students
CareKnow your studentsPositive relationshipsProvide opportunities for
success
BeliefsStudent potentialStudent worth
DISCUSS "The Perfect Classroom"
PAUSE
*What should the classroom be like?
*What is the teacher's role?
*What are the students’ needs?
Student Perspectives: The ClassroomReflect a positive, student-centered, orderly, safe
atmosphereStudents know why they are learningStudents know how the material is relevant to their
livesInformal and formal assessments
are variedRoutine is established Students form a classroom democracyStudent work is displayed
Student Perspectives: The TeacherInspire students to learn and grow
spark curiosity facilitate learning support independence
Guide studentsAdjust to student needsProvide scaffoldingHigh expectationsCaters to student interestsKind and welcoming
Safetyfreedom to make mistakesfreedom to take risksfreedom to pursue interests
Clear guidelinesDecision-making opportunities
Student Perspectives: Student Needs
CONSIDER*What knowledge is of most worth?
*How can teachers raise achievement?
*At the end of the day, what matters most?
What Knowledge is of Most Worth?What students want to know What students find relevant Skills learned through collaboration
*turn-taking/ listening/ conflict resolution/ cooperationConcepts and skills enabling students to be active,
participatory citizens in a democracy*patriotism/ dedication/ responsibility/ respect /
critical thinking/ positive choices
Raising AchievementHold high expectations for growth
Know how students learn; understand developmental strengths, needs, and maturational levels of your students
Incorporate scaffolding; utilize students’ strengths to work on weaknesses
Help students find relevanceTeach knowledge and skills Allow mistakes, risk-taking, and
pursuit of personal interests
At the End of the Day…What really matters at the end of the day is that a
student feels respected and valued; that he has contemplated a new idea, and ultimately gained a new perspective; that he feels empowered by knowledge, and that he plays a central role in his education. (Brooks & Brooks, 2004).
What really matters is that each child has grown by contributing to a community, gaining meaning for life, and attaining elements of self-efficacy that enrich the mind and soul.
Post-test*Review your initial reflection.
*Write an "I learned" statement highlighting new ideas or review materials that will be beneficial to you in your teaching assignment.
Brooks, M.G. & Brooks J.G. (2004). The courage to be constructivist. In A.S. Canestrari & B. A. Marlowe (Eds., pp. 184-194). Educational foundations: An anthology of critical readings. Thousand Oaks, CA: Sage Publications.
Crain, W. (2005). Theories of development: Concepts and applications (Fifth ed.). Upper Saddle
River, New Jersey: Pearson Prentice Hall.
DiGiulio, R. (2004). Psst...It ain't about the test: It's still about great teaching. In A. S. Canestrari & B. A. Marlowe (Eds.) Educational foundations: An anthology of critical readings (pp. 120 - 125). Thousand Oaks, CA: Sage Publications.
Ellis, A. (2001). Teaching, learning, and assessment together: The reflective classroom . Larchmont, NY: Eye on Education.
Ellis, A., (Speaker). (2009). Four broadly accepted goals of education (lecture). Seattle,
Washington: Seattle Pacific University.
References
ReferencesEllis, A. (2009). Historical Perspectives: Education in the Old World (Part 1). Retrieved June 7,
2009, from Seattle Pacific University, American Education: Past and Present, EDU 6120, Blackboard Academic Learning Web site: http://learn.spu.edu/webapps/portal/frameset.jsp?tab_id=_2_1&url=%2fwebapps%2fblackboard%2fexecute%2flauncher%3ftype%3dCourse%26id%3d_43480_1%26url%3d
Freire, P. (2004). The banking concept of education. In A. S. Canestrari & B. A. Marlowe (Eds.) Educational foundations: An anthology of critical readings (pp. 99-111). Thousand Oaks, CA: Sage Publications.
Kohn, Alfie. (2004). What to look for in a classroom. In A. S. Canestrari & B. A. Marlowe (Eds.) Educational foundations: An anthology of critical readings (pp. 161-164). Thousand Oaks, CA: Sage Publications.
Marlowe, B. & Page, M. (2004). Making the most of the classroom mosaic. In A. S. Canestrari & B. A. Marlowe (Eds.) Educational foundations: An anthology of critical readings (pp. 78-96). Thousand Oaks, CA: Sage Publications.
ReferencesPostman, N. & Weingartner, C. (2004). So what do you do now? In A. S. Canestrari & B. A.
Marlowe (Eds.) Educational foundations: An anthology of critical readings (pp. 126-137). Thousand Oaks, CA: Sage Publications.
Whitehead, A.N. (1967). Aims of education: And other essays. New York, NY: The Free Press.