Road to TEACH video reflection

I the "Road to TEACH" video incredibly refreshing and inspiring.  I was very much able to relate to the students as I "followed" them throughout their cross-country journey, particularly in that I felt as though their experiences helped to validate many of the fears I have as my college years are coming to a close.  Like the students in the video, I know what my passions and aspirations are, but unfortunately, outside forces have sometimes made me second-guess my decisions regarding my future.  The teaching profession certainly doesn't receive the credit it deserves, but at the end of the day, what matters is how important it is to you as an individual.  Teachers know that their work is hard but ever so meaningful, even if others don't take it so seriously.  One thing that I really liked about this video was being able to hear how the educators being interviewed responded to the questions posed by the students.  It seems as though there were many common threads between the interviews, particularly regarding the fact that it's okay not to have everything figured out all at once, and that if you stay true to yourself and to the things you believe in, great things will happen.  I also loved getting a glimpse of how broad the field of education really is--there are so many unique people out there doing so many wonderful things that they are deeply passionate about, and it doesn't have to fit a certain "ideal" of what makes a "great" education, but instead comes down to the individual doing the teaching, and, even more importantly, the students they are working with.  The enthusiasm of these educators was contagious, and it honestly left me feeling so excited to see what I am capable of achieving once I enter the profession.  Finally, I really appreciated the fact that so much emphasis within the interviews was placed on embracing your genuine, inner self, and not being afraid to share that self with your students.  The more "real" you are, and the more opportunistic and enthusiastic, the happier you will be, and the more likely you will be to connect with your students and really make a difference in their lives.

ELL presentation reflection

I thought that Sarah, Sam, and Jordan did an excellent job of teaching us strategies that can help ELL students succeed in the classroom.  The stations were super effective in focusing on specific areas that ELL students may need extra support in, and after leaving each station I felt that I was better prepared to serve these students, whether it was in teaching vocabulary in ways that they can better understand, aiding them in reading comprehension, or using hands-on and concrete methods to teach scale in math (although I will never teach math and should never teach math for my own lack of skills).  I was also able to connect many of the topics they discussed to some of my other courses here at UMF, which I felt was a great way to reinforce best practices.  I also appreciated how this group brought to light many of the challenges facing ELL students, particularly those that may seem overwhelming to at teacher.  For example, how can we differentiate without singling students out?  I will certainly have plenty to think about walking away from this presentation and am very grateful for the website of resources that the presenters put together for us to use--I will certainly be referring back to that!  Thank you!

My Philosophy of Education in the Classroom

When I envision my future classroom, I see an organized mess: I see lots of plants, bright colors, student work on display, tables that are easily moved to accommodate different groupings of students for collaborative learning, and shelves full of books and resources for student use and enjoyment.  I believe that the classroom should show signs of life, learning, and positivity.  The classroom should be set up in a flexible manner so that students can maneuver and rearrange as is necessary for their learning goals, and resources and materials should be easily accessible for all students.  The teacher’s desk should not be in the front and center of the room, but in the back and off to side, assuming that the teacher will not spend much time at her desk but rather moving about the classroom and working directly with students.  Students should also have a role in designing the classroom, including the expectations that are put in place to keep it running smoothly and to foster an environment of respect.

It is above all else that I want my classroom climate to be one of respect.  I want my students to feel comfortable expressing who they are, what they think, and how they feel without fear of getting ridiculed.  If my students are supposed to be making meaning out of their lives and learning to become authentic human beings, they need to be able to do so in a safe and comfortable environment.  Furthermore, if they are going to be taking educational risks by challenging themselves and applying knowledge to real-world situations, as a pragmatic philosophy of education implies, then they need to have the confidence to do so.  As the teacher, it will be my job to act as a role model that practices ongoing respect for all students.  I will treat each of my students equally (even I develop “favorites”) and show genuine interest in each of their lives.  Whether that means having detailed discussions about my student’s extracurricular involvements (whether it’s a discussion about track and field or World of Warcraft, I will do my best to approach each conversation with equal enthusiasm) or simply offering them compliments for their personal achievements, I will make it part of my daily routine to show respect in the classroom, hoping that my students will learn to follow suit.  Furthermore, I hope to incorporate some team-building activities into to curriculum, particularly in the beginning of the year, and I will have my students engage in collaborative learning activities on a regular--if not daily--basis.  By the end of the year, I want my students to leave my classroom feeling like they have become part of a family that they know will “have their backs” throughout the rest of their educational journey.  After all, each student is just as vulnerable as the next; they all have their fears and insecurities, and I want my classroom to be a place where those fears and insecurities can vanish, so that they can have a chance to be free as their genuine selves while focusing on learning instead of social anxiety.

I want my students to be intrinsicly motivated individuals, and I believe that this type of motivation is best developed when a student is able to participate in an adequate level of self-directed and student-centered learning.  In order to create an environment that is conducive to this kind of learning, I must give my students freedom and choice as much as possible.  For example, I may have students help design units based on their interests and questions about the world, have them select their own books to read, design their own assignments and assessments and the criteria by which they are to be graded, and to give them plenty of time to reflect and self-evaluate.  I understand that my students won’t be able to choose everything that happens in the classroom all of the time, and that a certain degree of structure will be necessary, but I want to make sure that I do my best to provide them with opportunities to take ownership over their learning.

Fortunately, English, as with most subjects in the humanities, offers endless possibilities for students to learn more about who they are as individuals while also mastering content standards.  When I teach a work of literature, or a poem, for example, I will continuously be looking for ways to help my students connect with the text and find their own meaning within it.  In English, there is no “right or wrong” answer, so I will challenge my students to think outside the box, and encourage them to approach a text with an open mind, for they never know what they might discover about themselves in the process.  In my personal educational experience, I stumbled across books and poems that touched places in my heart without my even entirely understanding why or how.  My inner existentialist probed me to figure this out, and I made some valuable personal discoveries.  Who would have known that Emerson and Thoreau would have helped me find the inner peace I so craved as an adolescent, or that Isak Dineson’s Out of Africa would spark a desire to possibly join the Peace Corps later in life?  I want my students to take their understanding of certain works of literature and poetry to this next level--I want something to move inside of them, perhaps opening a door that allows them to see deeper inside themselves.  Of course, the best way to do this will be by giving them the freedom to explore texts that interest them.  Along similar lines, I hope to use writing as a way to help my students develop more insightful relationship with themselves, and to use it as a means of reflection and comfort.  I understand that not all students will see writing in this way, but it will be my goal to create prompts and assignments that will capture their attention enough to get them to gradually discover how valuable writing can be.

Each lesson taught within my classroom will have an underlying goal (besides content-related goals) of allowing my students to draw some level of meaning from their own lives while also practicing applying their knowledge and to the “real world.”  Essentially, I want to teach content in ways that require students to take their own values into consideration while looking at the “big picture”, whether that involves them analyzing overarching themes within a work of literature, or even better, considering how those themes are played out in the real world and how they can relate to those themes.  The themes found within literature and poetry often focus on the human condition, i.e., what it means to be human and how humans cope with and react to the events in their lives.  The human condition is, in many ways, the cornerstone of existentialism, and therefore will be a great topic of discussion and exploration within my classroom and learning focuses.  I want my students to further explore their own “human conditions” through not only analyzing texts, but also by writing their own.  Finally, I hope that once my students have had ongoing opportunities to understand themselves on a deeper level, they will be better suited to become active problem solvers in a changing world, particularly through a gained ability to empathize with other humans.  This pragmatic application of understanding will hopefully inspire my students to take what they have discovered about the human condition and go out and “do good” in the world as lifelong learners.

I understand the importance of regular, ongoing authentic assessment as a way to keep track of student understanding.  I plan to use a balance of both formative and summative assessments within my classroom so that I can adjust my teaching methods accordingly.  I will be sure to make the learning goals for each assessment clear from the beginning, so that my students will be able to know why they are performing each task, and I will provide them with a scoring criteria at the same time I introduce the assessment (i.e., rubric, analytic grading sheet, etc.).  I would like to allow my students to determine how they will be assessed as much as possible.  For example, I may as them a question such as “how do you think you can best show me that you have learned this material?” and then facilitate a class-wide brainstorming session.  If for whatever reason students can’t design their own assessment format (as I realize some structure and guidance may be necessary), I might provide them with a handful of different options and allow them to choose from the list with the hope that it will allow for some differentiation and that each student has the opportunity to demonstrate their understanding in a way that is most conducive to their individual strength or learning style.  Finally, with each assessment, I will offer prompt teacher feedback as well as opportunities for peer feedback and self-reflection, and students will more often than not have the chance to re-do any work that they are unsatisfied with for full-credit.  I believe that learning is a process of reflection of improvement, and would rather give my students the time and option to improve their work than to expect “perfection” on the first attempt, as this will only make the learning process that much stronger.

Fortunately, my time as an undergraduate student in the field of education has made me more confident in my abilities to use technology in the classroom in meaningful ways.  When I first started out as a teacher in training, I was a bit doubtful of the positive impact that technology can have on a classroom, particularly in the way of being a distraction and taking away from students’ connections to and appreciation for the “natural” world.  However, I have since some to believe that technology can be a very valuable tool in the classroom when used in balance with other teaching tools and methods.  For example, I can easily envision myself having my students use laptops and other forms of technology as vehicles for bringing the outside world into the classroom.  Since I want my students to be able to look at “the big picture” and apply their knowledge to the world as a whole, I think that it is important that they have the means to further explore the world that exists outside the walls of the classroom, school, community, state, and even country.  There are so many excellent Web 2.0 tools that students can use for communicating, sharing, collaborating, designing, creating, exploring, etc. that I feel it would be a shame to overlook them.  Furthermore, it is clear that we are entering a digital age, and it is my responsibility to prepare my students to be competent and well-informed digital citizens for this reason.  If I want them to be able to apply their skills in a changing world, technology integration will be a necessity in the classroom.

I believe that my most significant role as a teacher will be that of a positive role model and facilitator of learning.  Aforementioned, as a role model, it is my job to demonstrate empathy and respect on a regular basis.  In terms of teaching methods, I do not believe in the teacher as a “giver of knowledge”; instead, I feel that the teacher’s role is to bring to the forefront the questions that students will explore in their learning.  As a proponent of student-centered learning rather than of teacher-centered learning, it is only right in my mind that the teacher opens the doors to the questions that will motivate students to learn more about themselves, the world, and their role as lifelong learners in the grand scheme of things.  In my mind, it is less likely that my students will become intrinsicly motivated learners if I am handing them all the “answers”; after all it, it is more important that they develop the skills necessary to become active thinkers and problem solvers throughout the continuation of their lives.  If they aren’t given the opportunity to think for themselves as adolescents, how else are they going to move forward as dynamic, innovative, and self-motivated individuals?  Lastly, I envision my leadership style in the classroom to resemble that of a coach as well as a facilitator.  The best coach I ever had in eight years of competitive running used methods that closely modeled a quote by Olympic athlete Wilma Rudolph: “Everything you need is already inside.”  He brought me to believe that I was capable of achieving everything I always dreamed of on the track, and never pinned my success to be a result of his coaching; he simply believed that his coaching had the ability to bring out the best in me, not turn me into someone or something that I already wasn’t.  Instead, he gave me my workouts, watched closely as I ran them, provided feedback and made adjustments accordingly, and when it came time for me to race, I always knew where to find him: standing alone on the final 100-meter stretch of track where he knew I was most likely to die out, giving me words of encouragement that he knew I would respond to because he took the time to get to know me as an athlete.  I hope to practice similar strategies as a teacher by “coaching” my students to success in an individualized, responsive manner that keeps the power, drive, and credit in the student’s hands.

My biggest goal as a future educator is to inspire and bring out the best in others, whether they be my students or colleagues.  I hope to be able to promote student-centered learning through success within my own classroom, and to be an active member in the school community and district by attending meetings and events where I can learn from other teachers as well as share my own ideas and practices.  I hope to bring positivity, optimism, and a progress-oriented vision to my school and district.

Voices of Educational Pioneers Reflection

I was fascinated by the differing philosophies of education within Madonna M. Murphy’s compilation, The History and Philosophy of Education: Voices of Educational Pioneers.  I found it interesting how much variance there was in beliefs between philosophers, but also how many of their beliefs overlapped.  It is rather difficult for me to pick and choose just a few philosophers that I can identify the most with, as some philosophers held beliefs that I agree with, but also some that I strongly disagree with.  Listed below quotes from the overviews of educational philosophers that I felt most accurately reflected my own personal beliefs.

1. Rosseau

“According to Rosseau, the right kind of education puts a child in direct contact with nature without the intermixture of opinions, i.e., it is education independent of society.”  It seems to me that Rosseau’s beliefs most closely align with those of existentialism, a philosophy that I agree with.  While I do not believe that education needs to occur entirely independent of society, I believe that students should be free to develop into their genuine “selves” without societal pressure; education should be a journey of self-discovery.  Rosseau was also the first philosopher to develop the concept of child-centered education in opposition to content-centered education.  I strongly believe that education should be focused on the student before the content.

2. Pestalozzi

“[Pestalozzi] believed that children were made up of head, heart, hand, body, feelings, and intellect, thus introducing the concept of educating the “whole child” long before the twentieth-century theorists advocated this… The purpose of education, according to Pestalozzi, was to bring human beings in harmony with themselves by developing inherent mental, moral, and physical powers given them at birth.”  Like Rosseau, Pestalozzi focused on the child first, placing emphasis on well-rounded individual development.  For this reason, I feel as though Pestalozzi’s personal philosophy also mirrors that of existentialism.  I especially love the idea of the purpose of education as “to bring human beings in harmony with themselves.”  I believe that before anything else, students need to learn who they are as individuals, and then learn how to love themselves.

3. Wollstonecraft

Wollstonecraft’s book Thoughts on the Education of Daughters was “robustly censorious, disapproving of baby talk, cosmetics, theatre, frivolity, and artificial manners.  Mary recommends physical exercise for the body as the foundation of mental exercise.  She insists that women acquire critical thought capacity by reflecting on their experiences.”  Not only am I a firm supporter of women’s rights, even in the twenty-first century, I also very much appreciate Wollstonecraft’s belief that physical exercise enhances mental exercise, and that women should be able to be physically active as well.  As a female runner, I have faced criticism for partaking in an activity that isn’t considered inherently “feminine.”  However, running and being active empowers me and helps unlock my mental capacity for learning and reflection.  Thus, I completely understand what Wollstonecraft is referring to.  I also believe in the power of reflection for all learners, male and female.  (The same goes for physical exercise.)

4. Dewey

“The idea of growth, or the reconstruction of experience, is central to Dewey’s educational theory.  One should not regard education as a preparation for life, but rather as a process of living in itself.”  Dewey developed/advocated for many of the educational practices that I most agree with, such as hands-on/experiential learning, interdisciplinary units, student choice and freedom, democratic education, child-centered and society-centered education, and multicultural education.

Promising Futures Reflection

The biggest take-away I got from reading Promising Futures was the fact that education is constantly changing, and teachers and other school personnel must make ongoing efforts to keep up with the changes while meeting student needs.  This is not to say that change in the school system is a bad thing; rather, it is a necessary thing.  If we don’t change our practices to keep pace with the changing world around us and the changing needs of our students, teaching and learning becomes nearly ineffective.  However, one of the greatest difficulties that prevents teachers from working with change instead of against it is that they are faced with more pressure and responsibilities than ever before.  Also, the structure of many secondary schools is not conducive to the implementation of new and more effective practices.  Promising Futures outlines core practices for learning and teaching and for school support, while also listing current practices that ought to be “phased out.”  Essentially, changing our schools for the better requires everyone to put their best foot forward--teachers, administrators, parents, and students alike.  Nonetheless, teachers should not use the excuse that many elements of school “reform” are “out of their control.”  I know that as a teacher, it is my responsibility to do everything that I can to make my students’ learning experiences all the things that Maine schools seem to be lacking.  According to the Maine Commission on Secondary Education, Maine schools have been found to be “academically focused but rarely exciting or challenging, social but strangely impersonal and sometimes hostile, orderly but ill-suited for learning, predictable but lacking application to life... these schools do not support all young people in attaining the skills and knowledge described by the MLR” (3).  This is not a statement that a teacher wants to hear--it is clear that there is plenty of room for improvement within our schools, even if we are doing better than other states.  If anything, this document inspires me to be a teacher that is innovative, inclusive, and prepared to enter a system that is on the cusp of a positive transformation.

Integrated Curriculum Presentation Reflection

I think that this team did an excellent job teaching us about integrated curriculums within schools.  They began their presentation with a Kahoot that got us immediately thinking about student disengagement, boredom, and drop out rates, and then continued on to provide examples of how integrated curriculums can actually mitigate these issues within schools.  They did a great job of discerning the three different types of integrated curriculums (multidisciplinary, interdisciplinary, and transdisciplinary), which was nice because I had not been previously aware of these differences.  The video they showed us of the Oregon school that has successfully implemented integrated curriculums gave us a clear vision of what these curriculums actually look like, which was really inspirational and made me want to be able to take part in something similar when I am a teacher.

The group also did a good job of not only focusing on the benefits of integrated curriculums, but also making note of the challenges that come along with it, such as finding time for sufficient teacher collaboration and team planning.  I thought that the activity in which we worked with our table to come up with ideas for a integrated curriculum “on the spot” was effective in that it gave us an idea of how crucial this planning time is and what a great experience it can be to bounce ideas off of teachers in different content areas.  The marshmallow challenge had a similar effect in that it taught us to collaborate and share ideas to reach a common goal.

One thing that the group made note of in their paper was the fact that as teachers, we should not blame boredom and disengagement on our students’ lack of interest or willpower, but should instead evaluate ourselves as educators and the methods we use to teach our students.  It is part of our job to design curriculums that will allow our students to be active participants in the learning process while ensuring that the content they are learning is meaningful to them.  Integrated curriculums provide many opportunities for teachers to keep their students engaged and eager to learn, and may even decrease the drop out rate.

Multicultural and Gender Issues Reflection

This paper and presentation encouraged me to think of gender and multicultural issues within schools in a some new ways.  For example, the quiz that we took at the beginning of the presentation had me stumped and shocked in many instances and helped me to realize that I am not as aware of cultural and gender differences as I ought to be (even thought I consider myself an empathetic person!) I guess in truth, I never really considered just how many ways that these issues can present themselves within schools, and to the extent that they are often poorly dealt with.

The presenters made a good point in their paper when they noted that "many teachers are unaware of how to promote and celebrate [student differences] without singling out students and making them uncomfortable."  I feel that it is important to recognize that the issue isn't always the fact that the teacher is oblivious to his/her students' differences or that he/she discriminates against them, but that he/she may actually not know how to go about making all students feel valued and comfortable at the same time.  Along the same lines, teachers may not even realize when they are stereotyping students or making them feel targeted and/or singled out (ahem, Michael Scott in the Office's "Diversity Day" episode).  Therefore, it is incredibly important for teachers to be aware of their own pre-conceived ideas and actions and to learn how to empathize with their students.  As the group mentioned in their paper, it ought to be part of a teacher's job to learn about the different cultural backgrounds of each of his/her students as well as to take the time to reflect upon what they have learned and how they can better support their students based on what they learned.

Overall, after taking part in this presentation and reading the paper that this group put together, I feel that the biggest take-away message for me is to never overestimate myself as a teacher in terms of my understanding and awareness of the many differences that my students may bring to the classroom.  Because I want my students to feel safe, comfortable, respected, and valued, I will certainly put it upon myself to find ways to stay educated and up-to-date about current issues and misconceptions surrounding the cultural and gender issues that may find their way into my classroom.

The 8 Theories of Education and my personal beliefs

Essentialism:

Essentialists believe that students must master a “common core” of information and skills, and that the purpose of school is to transmit the material that makes up this “core” as effectively as possible, mainly through teacher-centered instruction and the hard work and mental discipline of the students.  Specific teaching methods include use of formal discipline, assigning required reading, and lecturing. The content of essentialism is heavily focused on literature, history, foreign languages, and religion. Students are expected to memorize content to the point of repetition and further demonstrate mastery through testing.  To essentialists, truth is discovered through observable facts.  This theory stems from the philosophies of realism and idealism.

Perennialism:

Perennialists believe that students should be taught subjects that have been determined to be of universal and everlasting importance to all people, as perennialism deems that all human beings possess the same essential nature.  Students learn about their “humanity” by reading and analyzing works produced by history’s “finest” thinkers and writers and are taught to reason through structured lessons and drills with an emphasis on principles, not facts.  In perennialism, there is a focus on personal development through the understanding of such principles.

Behaviorism:

Behaviorists believe that the environment in which one exists determines their behavior rather than their heredity.  Because of its focus on the careful studying of the environment, behaviors, and responses, behaviorism is closely related to the educational philosophy of realism.  The teacher’s role is to carefully control the stimuli within the classroom as a way to influence student behavior; the ideal classrooms are deemed to be highly organized and efficient with a curriculum that is based on behavioral objectives.  Within such classrooms, teachers use both positive and negative reinforcers often, abiding by the theory that behavior that is not reinforced (good or bad) will eventually discontinue.  Essentially, students are encouraged to attain self-control, resist temptation, and show concern for others.

Positivism:

Positivism originated from social scientist August Comte’s concept of “positive knowledge” and the “positive period” in which thinkers did not attempt to go beyond observable, measureable fact.  Likewise, positivism rejects intuition and the “inner causes” that cannot be measured and limits knowledge to statements or observable fact based on sense perceptions and the “investigation of objective reality.”  Because positivism is highly focused on observable fact and logic, student engagement can sometimes be overlooked.  The teacher’s job is to identify precisely what students ought to know and to clearly describe those objectives to the students, with an emphasis on repetition and the memorization of content.  Tests are used to measure student knowledge and schools are required to develop content standards that “represent that best understanding of experts who have already uncovered important ideas based on their own observation and measurement” (110).

Reconstructionism:

Reconstructionism addresses social questions with the goal of creating an improved society.  Social reform becomes the aim of education with a focus on critical consciousness and awareness to overcome societal repression.  Emphasis is placed on student experience and their ability to take action on real problems.  Teaching and learning methods use inquiry and dialogue and incorporate multiple perspectives as well as community-based learning endeavors to give students “real-world” experiences.

Progressivism:

Progressivism stems from the educational philosophy of pragmatism.  Progressivists believe that learning is derived from within the questions developed by learners, and that these ideas should be tested by experimentation (the scientific method).  Progressivism allows for the beliefs of individuals rather than focusing on great ideas of the past, and students are taught to learn how to think rather than what to think.  The role of the school is to prepare students for change and to help them become divergent thinkers.  Curriculum focuses on interdisciplinary problems and developing student interest in intellectual activity.  Classrooms are places of democracy and “organized freedom” and pupil-teaching planning (students learning from each other and contributing to the structure of the class and curriculum), and the learner is treated as an “experiencing, thinking, exploring individual.”  Books are used as tools for learning rather than as “sources of indisputable knowledge.”  Teachers act as “transformative intellectuals.”

Humanism:

Humanism stems from the educational philosophy of existentialism.  Rosseau, an influential figure humanist theories, believed that when all humans are born, they carry within them a basic goodness and the main focus of humanism is to enhance that “innate goodness” as the individual matures. Rosseau also believed that humans are “born free but enslaved by institutions” (114).  Thus, humanism rejects group-centered education systems and instead seeks ways to help each student develop as a unique individual; in other words, from a humanistic perspective, education should begin with the self and pave the way for an individual to develop a “free, self-actualizing person” (114).  Due to its focus on individualism, humanism believes that students should be active participants in their education and encouraged to make their own decisions; therefore, education should not occur with any form of coercion or prescription, and teachers should refrain from giving their own personal opinions within the classroom.  Instruction ought to be based on student interests, abilities, and needs so that students can draw personal meaning from the curriculum.  

Constructivism:

Also closely associated with existentialism, constructivism aims to allow students to develop personal meaning.  Constructivism uses hands-on, activity-based teaching and learning to help students become critical thinkers and to discover and frame their own thoughts and ideas.  Teachers therefore do not spend time lecturing and instead view their students as active learners that need plenty of opportunity for curiosity and intellectual stimulus.  Students partake in problem-based learning, meaning that educators are challenged to focus curriculum on a balance of student interests current social issues, making the curriculum interdisciplinary.  Learning is personalized and students are drawn in by “hooks” that spark their interest and get them thinking about a specific problem or topic.

Personal Beliefs:

After reading about each of the eight theories of education, I have come to the conclusion that a combination of constructivism and humanism best reflect my personal beliefs.  I do not think that I could strictly adhere to one theory or the other, however, because I believe that a meaningful, well-rounded education occurs when the individual is able to form a genuine identity and relationship with oneself (humanism) while also developing an awareness of social issues and practicing the problem-solving skills necessary for becoming an active member of a democratic society (constructivism).  Essentially, I feel that the methods of humanism ought to be the foundation for education with those of constructivism building off of that foundation.  I believe that an education will be most successful when the learner has the opportunity to understand him or herself and develop his or her own values and then use those values and understandings to create direction and meaning in their journey towards becoming highly-functioning and contributive members of society.  

I have found that if a student lacks an understanding of him or her self, or was never given the opportunity to develop a relationship with him or herself through the freedom that allows for the discovery of passions and interests, that student will struggle to find meaning within his/her education and therefore the rest (i.e., skill development and application of knowledge) will come less naturally and with more difficulty.  Thus, if passion and a sense of identity come first, the rest will follow.

That being said, as a teacher, I will take a humanistic approach when it comes to ensuring that my students have plenty of opportunities for self-discovery.  I will try my best not to let my personal beliefs interfere with their learning, and instead leave room for self-directed questioning and learning as well as give my students the freedom to express their own ideas without having to worry about being judged or devalued.  I will treat each student as a unique individual with the right to his/her own thoughts and identity in the hopes that this will give them the intrinsic motivation to follow through with their questions, goals, passions, etcetera.  I believe that learning should be student-driven, not teacher-driven.  I want to develop thinkers and questioners, and more importantly, self-satisfied and self-confident individuals who are unafraid to think and question independently.

I will then use a constructionist approach by pairing the interests of my students with relevant, real-world issues.  If students are comfortable with their own beliefs and values and know to respect those of others even when they differ, then they will hopefully to get more out of collaborative work in which they work together to solve problems and think critically.  I hope that my students can learn from each other in the sense that they will each have a unique perspective to bring to the table, allowing the humanistic approach to benefit that of the constructivist approach.

Lastly, I believe that it is worth mentioning that while reading of the educational theories and contemplating where my personal beliefs fit in, I was deeply reminded of two of my most admired historical figures, transcendentalists Ralph Waldo Emerson and Henry David Thoreau.  Like Rosseau and his approach to humanism, Emerson and Thoreau believed in the power of the individual before anything else--including that of institutions.  In my opinion, schools ought to serve as places in which students are provided ongoing opportunities to develop an individual identity and feel safe and respected while doing so.  Simultaneously, schools should give students opportunities to apply their personal interests and passion to real-world situations, as this is where the power of education plays into the greater whole of society.  Finally, if students do not have the chance to discover who they are as individuals, their education will be of lesser value to them and of lesser value to the rest of the world.  Schools do not exist to drill facts into the valuable minds of our students; students should be able to walk away with much more than that, including an identity that will bring them comfort, fulfillment, and purpose in all of life’s journeys.

Teaching Hope: Empowerment

Entry 150

This final entry of Teaching Hope resonated with me because I am such a sentimental (and emotional) person at heart.  I think that this is the only entry in the book in which a teacher doesn’t discuss one or more students specifically—rather, she is visiting her classroom two days after the school’s graduation.  This entry was so vivid that I almost felt like I was there, and I know that I will someday be doing to exact thing that this teacher was doing—taking one last bittersweet look at the past and preparing for the future. 

I have a hard time letting go of things, especially people.  I spent two months with a group of five-year old “Grasshoppers” as their camp counselor, and on the last day of camp, I (embarrassingly) bawled my eyes out when I watched them board the yellow school bus that brought them home at the end of each day.  I stood there waving from the gate looking like an idiot while all the other counselors gawked and poked fun at me.  After this experience, I can’t imagine what it will be like for me to “say goodbye” to students that I have spent nine months with, especially if they are seniors.  Thus, I know that this will be a challenge for me when the time comes to “let go.”  I hope that I can establish strong enough relationships with my students that will make them want to stay in touch with me after they graduate, even if it isn’t very often.  I hate seeing people that I have become close to go away knowing that I may never know where else their path will lead.  Maybe I’m just nosy.  But really I think I’m just emotional.

The good news?  This entry also reminded me that teaching is a never-ending cycle.  Every year brings with it a fresh start and whole new group of students to teach and inspire.  At the same, that means that every year must come to an end.  Hopefully this is something that gets easier with time, but something tells me it just doesn’t work that way.  It’s always hard to let go.

Reflection on Presentation 1: Poverty in Schools

I was SO IMPRESSED with everything about this presentation on poverty in schools.  The presenters did an excellent job of keeping the class actively engaged throughout the entire thing while covering a range of information.  I think that the incorporation of a variety of learning activities made the presentation all the more effective and worthwhile in that each activity served a specific purpose and contributed to the presentation as a whole.  There wasn’t a moment where I felt lost or uninterested; instead, I was curious to learn even more.  I also felt that the presenters did a good job of covering a rather sensitive topic in a professional manner.

As someone who is sensitive by nature, much of what we learned made me feel sad—especially when watching the video of the students being asked questions about living in poverty.  However, I think it is important for us as future teachers to be fully aware of depth and breadth of poverty in schools, as it is something we will very likely deal with.  Thus, I was grateful that the presenters focused on the things that we can do as teachers to best support our students who may come from financially unstable backgrounds.  Along these lines, I was glad that we were given an opportunity to reflect on our thoughts and feelings and jot down ideas of how we might best support our students while the reality of poverty was fresh in our minds.

My favorite activity that the presenters had us do was the role-playing scenario in which we were given a handful of money and had to decide how to best distribute among our “expenses.”  I found this activity to be incredibly effective in helping us understand first-hand the kinds of decisions that many low-income parents have to make every single month.  The only suggestion I would have for making this activity even stronger is by providing a few more specifics (for example, are we in a rural or urban environment), particularly to the Maine region.

Overall, I truly enjoyed this presentation and I have no doubt that these three presenters will make amazing teachers in the near future!

An overview of the 4 educational philosophies and where my personal beliefs best fit in

Idealism

Plato and Socrates are considered the fathers of idealism, an educational philosophy that places emphasis on developing inner understanding of long-withstanding and universal abstractions such as “truth, goodness, and beauty” (83).  Idealists believe that the physical world, which we come to understand through our senses, is just an “imperfect” representation of the spiritual world, which is perfect and not subject to change.  Thus, an individual should have the goal of discovering universal ideas and “absolute truths” through introspection, questioning, and imitation (83).  Idealists also believe that every individual is born with the predisposed ability to make such discoveries within themselves.  The purpose of education, then, is to guide students towards this inner uncovering of truth and wisdom.  Teachers ought to play the role of “ideal role model” (83) for their students by acting as givers of knowledge and a springboard for questions and reflective learning.  Idealistic teaching methods often involve lectures, discussion, and imitation of the great leaders of the past.  Curriculum is rigorous and centered on subjects and ideas rather than the child, and focus is placed on lessons within the humanities (with an emphasis on historical events and peoples).  Socratic dialogue (the practice of the teacher challenging student beliefs through questioning and reflection) stems from the philosophy of idealism and has been proven as an “effective teaching tool” (85) when implemented carefully.

Realism

The development of realism can be attributed to Aristotle, Plato’s best-known student.  Unlike idealism, realism does not consider ideas to be the “ultimate reality” and believes in the separation of the physical world and the mind (i.e., they are independent of each other); truth can exist in the physical world.  Thus, scientific investigation and the use of the senses to discover truth is possible, often through a combination of sensation and abstraction.  Realists’ interpretation of the world occurs in a more logical manner than that of idealists (who think more abstractly) and depends on rational thinking and reasoning to help uncover natural laws and the values that stem from in.  A “realist” curriculum may include use of textbooks and standardized tests, as well as a break down of disciplines into “separate areas of investigation” (86).  In other words, a curriculum based on realism is very specialized.  Teachers are expected to be well-versed in their subject areas, but also have a broad enough background to show students connections between disciplines.  Unlike idealists, realists understand that ideas change, so emphasis is placed on experimentation, observation, logic, and classification.

Pragmatism

Pragmatism came about in the nineteenth century and is different from idealism and realism in that it believes in an “open universe” that is in a constant state of change (87).  In other words, the world is becoming rather than being.  To pragmatists, change in important, and change within and individual (and the world) occurs through knowledge.  However, in order for change to be effective, an individual must “understand what it means to know.”  Knowing, according to pragmatists, is a “transaction or conversation between the learner and the environment” (87-88).  Therefore, pragmatists believe that people learn best through experience and applying knowledge to real-world situations.  Pragmatists also understand that values can change, and that certain values may work in one place or at one time but not work in another place or time.  The teacher’s role is to help students learn to question what they observe so that they can become active problem solvers in a changing world.  Curriculum is interdisciplinary, helping students to apply their knowledge to the outside world in a variety of contexts, and the school functions as “a community of learners” (88).

Existentialism

Existentialism can be viewed as daunting and hopeless, or as extremely opportunistic.  According to existentialists, nothing exists beyond an individual’s lived existence, and final reality resides within each individual.  Unlike the other philosophies, with existentialism, nothing is absolute, including change.  Instead, we “live in an alien, meaningless existence” (90).  While this may sound bleak, existentialists believe that each individual is able to create his/her own existence and meaning, and that this road to meaning and self-discovery is empowering: “for some, the very meaningless life compels us to instill life with meaning” (90).  To existentialists, knowing is a personal reflective experience, and the most significant knowledge is personal and nonscientific, focusing on the human condition and personal choices.  Existentialism is based on choices, freedom, and the opportunity for individuals to define themselves—this is how we become authentic human begins.  School can become slightly controversial in the eyes of existentialists in that it can “de-emphasize” the individual.  However, this does not mean that schools and curriculum cannot be designed to allow self-discovery; schools that focus on self-direction and personal choice rather than tracking, measurement, and standardization can still fit existentialist beliefs.  Within the classroom, existentialism places emphasis on questions, discussions, and interactions that guide students towards the discovery of and fulfillment of their inner purposes.  Thus, the teacher’s job is to encourage students to become to people they want to be, rather than allowing them to be heavily influenced by outside sources (e.g., society or their parents).  With existentialism, individual authenticity and development is the main focus.

So, which philosophies best reflect my personal beliefs?

After reading about these four philosophies, I can say with confidence that my personal educational beliefs fall somewhere between those of pragmatism and existentialism.  Essentially, I believe that the purpose of learning is to help students develop a personal identity that gives them a sense of direction and meaning in life (existentialism) while simultaneously preparing them to function within and contribute to a dynamic and changing world (pragmatism). 

As someone who spent the majority of my adolescent years attempting to please others and never truly focusing on myself, I fell into a trap of passivity when it came to my learning and concern for my future.  All throughout my schooling, I was part of a heavily tracked group of students who were placed in upper-level courses (honors and AP).  At the time, I was content with my education because it was all I knew and because I was “at the top” of my class, but never had the opportunity to discover the person at the core of my being.  When it came time to apply to colleges, I based my decisions on what others thought were best for me as I had yet to develop enough of personal identity to decide for myself.  I ended up attending an Ivy League university simply because it was “expected of me,” and I spent my entire freshman year in misery.  I was confused, overwhelmed, and out of touch with myself, unsure of what I really wanted and unable to think critically enough to problem solve and make my own decisions without fear of letting other people down.  Who was I?  The “perfect” student, sure, but somehow, that wasn’t enough for me anymore.  It wasn’t until I broke away from the expectations bestowed upon me and transferred schools that I began to learn to make my own decisions and find meaning in my life.

I do not want my students to have to wait until they are in college to catch a glimpse of the person—the authentic being that they carry around deep inside of them every day—that they truly are.  Today, I am still in the process of getting to know the “real” Laura, and while this is fine, I wish I had been given more opportunities to get to know her earlier in life.  Thus, I feel that certain components of existentialism have a place in schools, including greater opportunities for student choice and self-discovery.  I believe that the more comfortable an individual is with him/her self, the more likely he/she will find direction and meaning in life, and the more open to learning he/she will become.

I feel that in order to have a well-rounded education, components of pragmatism ought to be paired with those of existentialism.  Pragmatic ideals reminds us that nothing in life is static, and that change is constantly happening all around us.  Even the person within us, whom we discover through existentialism, is subject to change.  Pragmatism prepares students to adapt to change, problem-solve, and apply their knowledge to real-world situations—all of which are essential for becoming highly functioning members of society.

The fact that I identify most with these two philosophies, however, does not mean that I cannot derive any value from idealism and realism.  For example, I believe that it is important for students to learn about historical events and people (idealism) and to be able to think rationally (realism), but more so in the sense that they can use such knowledge to better understand themselves and the world around them than as “sole” bases for learning.  It is the dynamic and interdisciplinary principles of pragmatism and existentialism that I believe are necessary for developing the motivated, self-fulfilled, open-minded individuals who will ultimately lead us to the future our world is waiting for.

Teaching Hope: Rejuvination

Entry 114

This entry spoke to me on a couple different levels.  Firstly, the student that the teacher tells us about, Jose, reminded me very much of a freshman student here at UMF that I spent countless hours tutoring and mentoring—all up until it was recommended that he withdraw from the University due to his failing grades and low GPA.  Not only did I know this student through tutoring, but I also acted as his team captain within our cross country team (the women and men’s team overlap quite a bit in terms of leadership roles) and even hosted him in my apartment over the summer when he came to visit the school.  Needless to say, I invested a lot in this student—and he wasn’t even “my” student, he was technically just an underclassman.  But the more I got to know him, the more invested I got.  His family came to the US from Somalia when he was in middle school, and he attended 3 different high schools and was an ELL student to boot.  From the very first day that I began tutoring him, I knew that he had been one of those students that the teachers let “slip through the cracks” by not holding them to high standards, not investing the time necessary to help them succeed, and rather letting them get away with “just getting by.”  Essentially, he had been done a disservice by his teachers in that he was in no way prepared for college—probably because they did not expect him to make it that far.

The teacher in this entry was fearful that Jose would eventually drop out of school, but he never gave up on him.  Instead of letting him slip through the cracks, he did everything in his power to keep him enrolled, no matter how “unreachable” Jose seemed.  Although we don’t learn what did happen to Jose in the end, we know that his teacher reached him when he shared an encouraging letter and quote with him.  This small act gives hope that Jose will stick it out, remain in school, and even finish up that pile of assignments his teacher recited back to him.

Not only did the quote in this entry remind me of the situation with the student I had been working with who left the school in that I felt as though him leaving was partially my fault, that maybe I hadn’t spent enough tutoring hours with him or encouraged him enough, as my coach and supervisor tell me, it wasn’t in my hands.  I am just a tutor, a friend, and a captain, and yet I still cried when I found out he left.  But I am also reminded that when I am a teacher, and when I do have my own “real” students and play a major role in their likelihood of success, I will do everything I can to ensure that they reach their true potential.  Having lost a mentee will push me to make sure that none of my students end up in the unfortunate situation that he did.