Damian Cooper’s book “Redefining Fair” is dedicated to providing insight, resources, and support to teachers when considering differentiation within the classroom. His central argument is that the greatest obstacle to differentiation within a classroom is outdated beliefs of fairness. Cooper’s work is directed toward breaking down such obstacles through the various sources, advice, and viewpoints. It is possible to be a teacher who successfully implements differentiation within the classroom in all areas that benefit the students maximum education and potential. From the beginning of chapter one Cooper defended and argued his thesis effectively.
In “The ‘Banking’ Concept of Education” Paulo Freire addresses the inefficient and oppressive nature of modern education. Freire explains that the way in which teachers conduct educating is harmful to the students as well as the teachers. He proposes an alternative method to the banking concept called the problem-posing method. This method treats the teacher and students the same and allows for knowledge to flow in both directions. What Freire tries to convey in his work is that the way the act of educating is performed has a profound impact on the way the students materialize into the real world and how education can be used, intentionally or not, to control the students.
A teacher is an agent of the government entrusted to ensure facilitation of learning and teaching process as designed by the curriculum development unit. As such being the case, there is need of interpersonal communication between the teacher and his/her immediate as well as external assessors in order to be advised appropriately on the execution of the desired expectations. For example, a case where a teacher might be having challenges to use relevant media/teaching aids when delivering lessons the assessors are able to give correction necessary immediately to the teacher so that media used becomes of significance to the learning. On a similar note, through interpersonal communication teachers are able to air out challenges that they encounter especially in the implementation of the curriculum. For example, the change of Religious and Moral Education to Family Religion and Moral Education that demands an equal representation of all religions found in Zimbabwe, it is difficult to implement due to unavailability of resources for religions such as Hinduism, Islam and African Indigenous Religion.
This paper is a critical analysis of chapters one and two from the book Pedagogy of the Oppressed written by Paulo Freire. This paper will be, in part, a conversation and provide us with a framework of what oppression is and how complex the relationship between the oppressed and the oppressor is. The author of the book, as mentioned before, is Paulo Freire. Freire is a Social Philosopher who is best known for his work in educational theory. His philosophy is all about bottom-up activism and action versus top-down action.
In the quote, “The paradox of education is precisely this - that as one begins to become conscious one begins to examine the society in which he [one] is being educated.” James Baldwin is trying to say that as become more educated, we, ironically, begin to examine, question, and even reject what we have been taught. Meaning the society in which we are being educated is trying to produce students who are capable of challenging the societies value. This is where there’s a paradox, since societies are building schools in which it produces students that challenge the societies itself, as this is the only way once can see progress. Education is building us to examine society and further improve it. It furthers our intelligence, and without it there
The teachers and I will uphold the ideal of “cause beyond oneself” and work together with the school community to achieve success through thoughtful and purposeful practice. A supervisor that is a student and teacher at heart will create meaningful relationships with staff and community, show genuine concern for the teacher’s stage of development and professional growth, and be a continuous learner by example. Building relationships will create a strong platform for change. Supervision reminds me of teaching in in many ways. Educators create classrooms that become democratic communities by valuing thoughts and individual needs.
The role of an interpreter is to do your best to translate what one person is saying and repeat in a way that the other individual is able to understand. If I was this person, I think my expectation would be to teach them that there are better ways to say things. This person is their personal one-on-one aide and they should have that moral value when working with a student in the school system. This could have been prevented. Question 1 on page 244 for the “Discrimination and a Recognized Interest in Teaching” case
267). So Boyer has some similar ideals with Dewey in that he believes that teachers are there to help students see that they are small part of something much larger, and while I do see the similarities of their philosophies here I think they also can be used to contrast each other. I understand that Dewey and Boyer both see that education needs to be drastically changed and we need to make kids connect in a way that creates a community that is positive for current learning as well as future society. This is all good thinking but I also believe that Boyer sees students as real people and his peers while Dewey seems to think of students simply as a tool that is used by teachers. He constantly refers to students and children as “it”, while Boyer seems much more connected with his approach to addressing students as actual people and he puts it all in terms that make sense and connected with me better whereas Dewey’s ideals were more off-putting that anything
The functionalist perspective is that there are important lessons that are being taught in schools that are above and beyond reading, writing and arithmetic. These lessons are the ones that help society function as a smooth entity and enable society to prosper. The intended lessons, or manifest functions, are cultural transmission of values, social integration, social placement, and replacing some necessary family functions due to the changing times (Henslin 2013). The conflict theorist sees the darker side of the education system when it comes to these exact ideals that the functionalists find positive. The conflict theorist sees that the social system is continuing the inequality via the cultural transmission of values and social integration.
Education that we received should be able to challenge our belief and question our reality. Education is more than accepting the information, it is an endeavor to develop our critical thinking on the knowledge that we received. Paulo Friere in his book mentioned that the solution to fix the banking concept of education is the teachers need to have a dialogue with the students in order to inculcate critical thinking. Apart from that, Paulo also stated that only the oppressed (the students) have enough strength to liberate both of the oppressors (the teachers) and themselves. Students and teachers become the partner in intellectually stimulating conversation will open the mind of the students to think critically and later develop ways to regain humanity for the
Dewey leaves behind dogma to reconcile reason and faith and he does this through his laboratory school. Through this format of education, the absolute is coming into human consciousness. He strives to make the whole greater than the sum of its parts. There is an underlying frustration from both Addams and Dewey with the dualism of individual and society. Thus, Dewey’s curriculum is trying to impress on the student that everything is connected.