He stressed that people determine by acting and contemplating on what they serve. The school is concerned with the evolution of the total person, not certain selected elements. The aforementioned concept of John Dewey as cited by Neil (2005) were supported by Kolb (1984). To take in teaching effectiveness and learning productively, the instructors must experience the nature of the child to be motivated, directed, pointed,
In the Educational Leadership article entitle “The Boss of My Brain”, authors Donna Wilson and Marcus Conyers examines the explicit instruction in metacognition. Researchers stated that “explicit instruction in metacognition puts students in charge of their learning.” It was also stated that “meta-cognition supports learning by enabling us to actively think about which cognitive strategies can help achieve learning, how we should apply those strategies, how we can review our progress, and whether we need to adjust our thinking.” I believe this a unique teaching tool for teachers to implement with their students. With the use of metacognition, students whether they are struggling learners or gifted can learn how to use a variety of cognitive strategies to help improve their learning.
MY PHILOSOPHY OF EDUCATION (INCLUDING CLASSROOM MANAGEMENT) Our personal teaching philosophy determines our approach to instruction; therefore, it is essential to have a profound understanding of our own belief system. Ones view of learning and teaching is also affected by the values we believe in. I personally believe that the goal of education should be to encourage students to seek answers to develop their schemas as well as to facilitate their development of knowledge. Aside from academics, I also believe teachers should focus on instilling values in students such as the need for trust, fair play, and the ability to take prospective, also a desire to grow older and have a positive influence on society.
In education, when developing a coherent and operative instruction for student success, it is imperative to ensure that the such educator can effectively reflect on their philosophical practice as a professional educator within their current grade level. By doing so will allow such educators to maintain supportive, cooperative relationships with professional colleagues and collaborates to support students learning and to achieve campus and districts goals. Reflecting on ones practice will also enable educators to become knowledgeable of the roles and responsibilities of specialists and other professionals within the building and district level. When creating a pathway toward enhancing your reflective practice as a professional educator, it
I am beginning to understand the idea of how teachers work togerther in these environments bringing forward their subject strengths. Teachers can then bring forward a considerable amount of knowledge or skill in a particular subject and therefore be the primary educator in this area of inquiry. This strength-based teaching enhances the range of pedagogies including delivering, applying, creating, communicating and decision-making (Osborne,
Functionalist theory of education discusses the functions and dysfunctions of education. Schools functions include teaching students how to be a successful member of society and its purpose in society1. This is achieved by teaching skills, norms/values, and networking. The main goal of education is to have individuals be prepared to move from education to occupations. In Reading 5: “Social Reproduction” by David Swartz he discusses how similar power structures that are seen between workers and employers can also be seen between administrators and teachers, moving down to relationships between teachers and students.
Ishak and Nor Asikin (2003) stated, principals play a vital role in creating an organization whereby there is the continious learning of new skills and knowledge to be able to cope with changes and to meet its goals. Further, the role of schools can only be furthered if principals are committed to transfor their school into better learning organisation (Hamzah, et.al., 2011). Background of the problem In the field of education, excellence and responsiveness are fundamental. Since principals are a key element to school effectiveness, a complete understanding of the impact of their behaviour on a multitude of variables is necessary (Amoroso, 2002).
Public school administrators should make this information widely know to staff and the staff should be trained in collaboration and problem solving methods to be implemented in the classroom. Self-Study: Personal Mechanisms of Change Attending a school which allowed students to progress through grades, based on cognitive level, allowed me to develop through Piaget’s suggested stages at my own pace. Personally, I arrived at the concrete operational stage earlier than the proposed age of 7. I was allowed to interact with students that were on the same cognitive and behavioral level although our ages differed.
By adopting these several motivational strategies in the classroom will affect the enthusiasm of the students in a positive way, thus promoting and sustaining