Sunday, October 24, 2010

Student-Centered and Teacher-Centered Philosophies

Teachers are bound to have different ideas in the areas of classroom management, teaching styles, motivation, etc. The eight education philosophies are broken down into two categories: teacher-centered and student-centered. The eight philosophies are perennialism, essentialism, behaviorism, positivism, progressivism, humanism, reconstructionism, and constructivism.

Teacher-Centered Educational Philosophies

Perennialism is a theory focused on humans and ideas. Ideas are relevant and meaningful throughout time. Little importance is placed on what students are interested in. They believe in the importance of ideas that are universal to everyone. There is a strong focus on scientific reasoning and mathematics because they never change.

Essentialism is a theory that wants to achieve a common core of information and skills for all individuals in a given culture. Essentialists believe in working hard and mental discipline. They put more focus on basic core information that will help students survive today, and therefore spend less time on ideas of the past. They accept that the core information will change as time goes on. Subject matters include literature, history, foreign languages, and religion. Teachers use a variety of methods: required reading, lectures, memorization, repetition and exams.

Behaviorism is a “psychological theory and educational philosophy that holds that one’s behavior is determined by environment, not heredity” (Johnson et al., 110). One argument of this theory is that the classroom environment can have a large effect on how students will behave. The most effective environment is one that is organized. Reinforcement plays another important role in behaviorism. This includes both positive (praise, privileges, good grades) and negative (reprimands, extra homework, low grades) reinforcers. The way a teacher reacts to the action of a student determines whether or not that student will repeat the action.

Positivism rejects any information that cannot be formally measured. It “limits knowledge to statements of observable fact based on sense perceptions and the investigation of objective reality” (111-12). It is the teachers job to make sure directions are clear and students understand what and how they will be learning. Through repetition and practice with different media, students are expected to have a clear understanding of the topic studied. Heavy focus is placed on testing students to ensure that all criteria have been met.

Student-Centered Educational Philosophies

Progressivism is a more developed version of pragmatism, emphasizing that “ideas should be tested by experimentation and that learning is rooted in questions developed by learners” (114). They believe that human experience is far more important than authority when it comes to learning. Like pragmatists, progressivists believe that change is occurring and should be embraced rather than ignored. Progressivism is all about organized freedom that allows students to take responsibility for their actions in the classroom.

Humanism is “concerned with enhancing the innate goodness of the individual” (115). Its focus is on individual development through a process of developing a free, self-actualizing person. Education should start with the individual and the choices made by the individual. The humanistic classroom is welcoming and caring. Students feel comfortable to share their thoughts, feelings, beliefs, fears, and aspirations with each other.

Reconstructionism is a philosophy that centers on the idea of constant change. The world is always changing and we need to change in order to adapt to the changes that are occurring. Reconstructionists like to focus on “reconstructing” one area of society. Curriculum is focused on student experience and taking social action on real issues such as violence, hunger, inequality, etc. Students are taught how to deal and ultimately fix these issues.

Constructivism “emphasizes developing personal meaning through hands-on, activity-based teaching and learning” (117). Teachers are responsible for creating effective learning situations rather than constantly lecturing students. Personal meaning is the best way for students to connect to the material being taught. Constructivist theorists “encourage the development of critical thinking and the understanding of big ideas rather than the mastery of factual information” (117). They believe that students will be more prepared for the ever-changing world if they learn how to develop critical thinking skills. Unlike traditional ways of learning, the constructivist classroom focuses on the way a learner internalizes, shapes, or transforms information.

Reflection
Although I see a small piece of most of these philosophies within myself, I think the one I can connect to the most is constructivism. I strongly believe in hands-on, activity based learning that is focused on the students as individuals. It is important for students to learn in a way that is interesting to them. I also like the idea of creating learning situations instead of lecturing students. This gives students the chance to learn the same material in a much more personal and interactive way. Another philosophy I find myself relating to is progressivism. It is very similar to pragmatism (which is another theory I connect to) in the sense that theorists in this philosophy are always moving forward. I agree that it is important for students to take part of the responsibility in the classroom.

Thursday, October 21, 2010

Discipline

I absolutely loved the setup of this presentation by Sara and Ryan. They did a great job providing an overview through various activities. The Line Game is a classic, and I'm not sure I'll ever get sick of playing it. It was a great way to get us in the mind set of discipline in the classroom. I have taken a discipline style quiz before, and I believe I had the same result: authoritative. I believe in independence and giving students reason for what I have them do in the classroom. They way they grouped us was effective because of how like-minded we were based on the quiz. Acting out scenarios is another activity that I probably won't get sick of for a while. It really helps to understand the differences between what's right and wrong. They're also a lot of fun! The book activity was a good one because it is funny to see how things have changed since the 80s. Teachers were allowed to be much more harsh to the students. I'm glad things have changed because I would not feel comfortable hitting or humiliating students. The movie that they played at the end was hilarious. Even though the teacher's mistakes were very obvious from the beginning, it was helpful seeing the good and the bad back-to-back. Overall, I definitely feel like I learned a lot. It is important to be aware of the different discipline styles, as well as having a bag of tricks for those tricky scenarios that will most likely occur. Looking at the different resources is also a good reminder that there are resources out there for us to use. Some of them may suck, but there are certainly some that could probably help us out a lot. Great job, Sara and Ryan!

Tuesday, October 19, 2010

Teaching Hope: Empowerment

I really enjoyed story 144. It’s great that this teacher was even allowed to take the students on such a unique field trip. By meeting with the mayor, the students were allowed to voice their concerns to a very real audience. They were very enthusiastic and stood strong in their beliefs. This is a great lesson for any middle school student. If you want something to change, you have to do something about it. Not every problem is going to fix itself. Making a “toast for change” showed the students that speaking up is the first step and getting someone (like the mayor) to listen is the next step. These kids are affected by so many different issues on a daily basis, that teachers may not even notice what’s happening. I really like how their experiences shine through the “toasts for change” being made.

Story 146 really made me happy. I love how determined Mike’s peers were when he decided he wanted to drop out of high school at the end of his sophomore year. Students and teachers alike were not willing to let him go. I would love to work in a school that’s really more like a community. I think it’s an important part of learning. It also must have planted a seed in Mike’s brain because even though he left for a little while, he was back before the school year had ended. I’m really glad the teacher never gave up on him and even graded his final paper. Overall, this story makes me think about how stressful life can get and how sometimes, it seems like it would be easier to just give up. Students are probably going to reach this point and as teachers, we need to know what to do when it happens.

Monday, October 18, 2010

Four Philosophies: Idealism, Realism, Pragmatism, Existentialism

Abstract
The education philosophy can be broken down into four main schools of thought: Idealism, Realism, Pragmatism and Existentialism. Each school of thought has at least one philosopher who would be considered the forerunner of the school. Idealism, for example, is based on the early writings of Plato. Realism is based on the thinking of Aristotle. Pragmatism s based on the thoughts of a number of nineteenth-century American philosophers. Existentialism is based on the writings of Jean-Paul Sartre. Each school also discusses what and how we should teach students.

Idealism
Idealists stress the importance of learning ideas and concepts. They believe in reasoning but question the use of scientific method and sense perception. They have the most confidence in ideas that remain constant through time and place. When it comes to teaching students, idealists believe in sharing ideas and great works that are universal, as well as long-lived. They believe all students should have at least one teacher who they look up to, so they can learn cultural norms. In the classroom, idealists put a lot of focus on lecture, discussion and imitation.

Realism
Unlike idealists, realists highly recommend the use of scientific investigation and senses in order to learn. They put focus on the physical world, arguing that reality, knowledge and value exist independent of the mind. This physical world is composed of matter. Realists believe that schools should promote human rationality through observation and experimentation. A lot of responsibility is placed on the teacher to have the right background and information. Realist teachers believe in the importance of experimental learning. In order to learn, students have to take a hands-on approach.

Pragmatism
Pragmatists place their focus on the idea of change. This constant change results in people having to understand what it means to know. Pragmatists believe that knowing represents an exchange between the leaner and the environment. They also believe that truth and values are always changing because the people who have those values change with the surrounding environment. For pragmatists, the most important thing for schools to teach is “how to question what we know and how to reconstruct what we know to match the changing world” (92). They put more focus on carefully solving problems and less on large amounts of information. They encourage problem solving through learner-centered problems such as student investigations and activities, providing technology and other resources, and encouraging students to collaborate with others.

Existentialism
Existentialists place their focus on the ideas of existence and essence. Individuals create their own meaning. Finding one’s purpose becomes a lifelong goal for existentialists. They believe in the importance of personal choice and reflection of knowledge. In school, they place importance on “developing a free, self-actualizing person” (94). This means having students discuss their lives and decisions they make. In the classroom, teachers place emphasis on asking questions and discovering one’s purpose in life. Students are given the chance to define themselves through how they live their lives.

Reflection
After reading these sections, I find myself to be a combination of two: realism and pragmatism. As a realist, I believe it is important for students to learn while doing. I also enjoy environments that are organized and logical. I agree that students should learn to recognize the pros and cons of different ideas. Realists understand the importance of these within the classroom. One aspect of pragmatism that appeals to me is the idea of how things are always changing. Ignoring this fact would have a negative effect in classroom. Teachers should take advantage of the changes that are occurring. It makes it easier for students to connect what they are learning to what is happening in the real world.

Thursday, October 14, 2010

Multicultural Literature

I really enjoyed the Multicultural presentation by Ted, Andrew, and Corinne. It was great that they got us up and moving while also interacting with each other. I like how they broke it down into three major categories: gender/sexuality, religion, and curriculum as a whole. It really got me thinking about a lot of different issues. With gender/sexuality, I certainly see the importance of allowing related discussion into the classroom. I just get nervous about how parents may react to it. I would love to teach a book like Boy Meets Boy but I do wonder if angry parents would get involved. Something as simple as the children's book about the two kings caused a lot of uproar a couple years back, so I wouldn't be surprised. If I were to use a book like that in my classroom, I would have to clear it with my principal and probably even get permission from the parents. As for religion, I'm not sure I would want to use specific religious literature (like the Bible for example) but I certainly wouldn't ignore novels that highlight certain religions. I think it is important to expose students to many types of religion. It is okay to talk about, as long as I don't place a bias on one particular religion. These topics can't easily be ignored if we want to expose our students to a variety of literature that they can learn from. Parents and principals alike have to be aware of this. Ted's question at the end was also very thought-provoking. I definitely agree that schools should do a lot more than just add a little multiculturalism here and there. Schools should really consider reworking their entire curriculum. This might be expensive, but certainly worthwhile for the students and teachers.

Wednesday, October 13, 2010

The Story of Schools, Episode 4: 1980-2000

This video was interesting to watch because I actually lived through some of the years that were covered. It was interesting to see why certain things like standardized testing and charter schools came into existence. I don't know much about charter schools and what they do, so I was glad this video gave a quick overview of what they are. I also liked how they showed the opinions of the presidents throughout the video. The president has a pretty big effect on what happens in education and it's nice to see them get excited about different aspects of education. I was a little put off by George W Bush and how he believed that every student should be tested at every grade. That seems a little excessive and maybe even intimidating for the students. Every few years should be enough and might encourage students to take it seriously. One thing I wish the video had covered was the idea of tracking. I'm not sure when this idea came into practice, but I'm sort of on the fence with how I feel about it. Like most things, it has both pros and cons. It's good because it allows students to take the classes that interest them. But it's bad because it categorizes students from the beginning. This may cause them to feel limited in what they are "able" to take. So perhaps there is a better way. Maybe we could settle on a combination of the tracking and not tracking. For example, there could be one level for all students. Then, there could be a special interests course that students cold take if they wanted to. I do agree that students who are supposedly on a lower level shouldn't be treated as such, but I also believe that students who are supposedly on a higher level should be able to take a course that might challenge them in a different way than the base level. If this course existed, I don't believe it would be necessary to have an Honors or AP distinction. It would just simply be a course with a slightly different topic.

Saturday, October 9, 2010

Teaching Hope: Rejuvenation

Story 115 really had me thinking about the importance of communication. I love the idea of having students write to pen pals from another part of the country. It gives students a real audience and allows them to relate to other students their age who may struggling with similar problems. I love how excited the students got when they received a new letter. Getting students to truly care about something in school is critical in order for them to learn something. It’s awesome that the students even had the opportunity to visit the other schools. It was probably scary and intimidating for the students, but a very important experience to have. It gives them perspective they may not be familiar with, which allows them to be more accepting and open.

Story 118 reminded me of the time I worked in a second grade classroom at Mallett. Once a week, the second graders would pair up with kindergarten students and read to each other. I loved watching how excited they all were to see each other. It gave the second graders a chance to share what they had learned and gave the kindergarteners a chance to practice in front of a friendly audience. It’s a great program. The one talked about in the story goes a step further. It takes sixth graders from one school and pairs them with kindergarteners from a very different school. Not only are the students connecting with others different in age, but also different in experience, which is very beneficial to all involved.

I really liked how the teacher in 130 stood up for herself. It wasn’t fair of the department head to repeatedly assign her to teach a class on African American history just because she was African American. I’m glad she finally decided to do something about it and actually got the principal to listen. I’m sure that particular teacher is capable of teaching more than just African American history and it might actually be good for the other students to hear some new perspectives from a different teacher. I’m just glad the principal actually did something to help the teacher, because that may not always be the case in other schools.

Wednesday, October 6, 2010

A Nation at Risk

Abstract
This article points out how far behind we were with schooling in the 1980s. Other countries were way ahead of us in business and commerce, as well as education. Without a good education, however, our citizens wouldn’t be able to make informed decisions, which would negatively impact our economy. With a number of heart wrenching statistics, this article shows that the US certainly has some room for improvement. The article, of course, lead to a lot of disagreement in the world of education. This is discussed in the article published twenty-five years later. A lot of educators believed the article was too harsh. Others however, believed it was completely necessary in order to progress education to the next level.

Reflection
Although a lot of people believed the original article to be too harsh, I think it was necessary to get the ball rolling. Some issues tend to get pushed aside when people get too busy with other things. Education isn’t something that should ever be pushed aside. Without education, our nation couldn’t possibly progress. Regardless, the tone probably could have been slightly more positive. The second article talks a lot about how harsh the original article was, but I think it’s important to remember that the school system probably wouldn’t be where it is now if it wasn’t for the article.

Friday, October 1, 2010

The Story of Schools, Episode 1: 1770-1890

This segment was particular interesting because prior to it, I had a hard time imagining what school must have been like back then. It’s awesome that so many people were interested in changing schools for the better of the students and teachers. This section focused on the evolution of the American Public School System, as well as the major inequities and how/if they were solved.

In the late 1700s, only the larger towns were required to build schools. Children in smaller towns were left to learn on their own. Some towns had Dame Schools, which mostly doubled as a daycare and was run by women. In school, students had a horn book (a pallet with the alphabet and one prayer) and the New England Primmer (used to teach reading and Protestant religion). By 1773, students were only spending less than 82 days in school. Slaves weren’t allowed to receive any sort of education and women only received enough education to get married and have children. Poor families couldn’t afford to stay in school. At this time, the state was probably taking better care of the livestock than the children. Thankfully, there were a number of people who were ready to make a change in the education system.

Noah Webster wanted to Americanize the students by removing anything that had to do with Britain. This meant all British textbooks, and even words, were removed from the classroom. He published the Blueback Speller which had new, American spellings and put a lot of focus on American history. Noah Webster was known as the schoolmaster of America. Thomas Jefferson believed that a successful democracy required a successful education for all citizens. He drafted a bill that stated everyone got three years of public education and a few advanced students would go on to college. Horace Mann, a politician from Massachusetts, believed that all students should have an equal chance to succeed. He became the Secretary of the Board of Education and rode a horse from district to district to checkup on the schools. He wrote detailed reports on each school’s condition. Eventually, he created what was known as Common Schools, which taught common knowledge that would give students an equal chance in life. It was free, high quality and didn’t know the difference between rich and poor students. It was funded by tax dollars. He standardized a lot of what we use now – chairs with backs, blackboards, etc. Bishop Hughes did a lot for Catholic schools. When the community started to get fed up with the Catholic schools using the public school funds, he tried his best to create a system of Catholic schools that wasn’t based on public funding.

I think the thing that surprised me the most about this portion was how early on desegregation had begun. In 1855, a law was passed to abolish segregation in Boston schools. And only ten years after that, slaves could finally learn how to read. Why the heck did it take another 100 years to finally get it right? Honestly, schools shouldn’t have to be scared into desegregation. Would that principal in Boston ever let in Roberts if her father hadn’t pushed for it? Probably not. It’s really too bad that it took so long for people to become accepting of each other. The same applies to women. Women weren’t respected as educators until they had no one left to teach the students. Katherine Beecher strongly believed that women were put on this earth to teach. She believed it was in their nature to be caregivers.