According to my understanding, education is the goal of life and teaching is a task that looks simple from the inside but which is in fact complex on the outside. In this assignment, I am going to justify my teaching philosophy using philosophical references of some great philosophers like John Dewey, Neil Noddings, Jean-Jacques Rousseau, and Paulo Freire. In his theory of education, Plato says that knowledge must be certain and infallible. Having read and understood Plato’s two essential characteristics
Introduction: As an educator, I believe my role is to develop skills as important as the ones we use to read, write and calculate. These skills are social skills. My research hopes to explore using critical thinking to teach children to manage new social experiences. Freire expresses that ‘Critical thinking contrasts with naive thinking’ when he refers to its role in dialogue, communication and true education. (2011, p. 92). If this is so, then teachers are in a position to deliver an education that
Cultural factors / values: Our values and our cultural aspects of life influence a, rather shape and refine our thinking , which is considered to be essential component of reflection. Often our deep rooted values, biases, hinder with the process of reflection and leads to the adherence to traditional ways of teaching and classroom management. An example may be quoted here. The teacher owing to her own cultural brought up persuades children to form groups for an activity on the basis of gender
of education and teaching. Studying different ways to improve student engagement and student achievement in class is always profitable. I 'm constantly thinking about ways to become a more effective teacher through my lesson plans change and adapt and reflection on my teaching. The dynamics of classroom strategies vs. student engagement, the challenge of fruitful students, and the desire to create a healthy learning environment keeps me always interested in the field of teaching. Each teacher comes
argues, children as young as nine can comprehend Hypothetical syllogisms and advance good arguments on profound matters. In this chapter, Wright’s reflection on his own practice and experiences builds a rapport with the reader. He admits that critical thinking was not always a concern of his but once he engaged with critical thinking as part of his teaching he saw the possibilities. These prospects are significant to the social benefits of critical thinking that I wish to explore in my further
problem-solving skills; and provide information about both the strengths and weaknesses of students (Brown & Hudson, 1998, p.654). They are also popular as they establish an ongoing circular association among three significant aspects of education: teaching, assessment
involved rigorous reflection and learning with the specific objectives of reflecting on and learning from, their different pedagogical approaches and spending time in “professional conversation” in order to develop the “competencies required” in order to “successfully confront the challenges of teaching” (UCC 2017, p57). It was in these early weeks that I formed my own personal curricular stance as a Constructivist and Process based teacher. In one of my earlier critical reflections I provided a detailed
Results We have got many different opinions from the interviewees and their reflections. Through interviews, we have realized that some of the STs did not have any difficulty in learning the ELT theories while some of them faced problems with understanding these theories because of inadequate opportunities for a learning environment enhanced by practice. Besides, some STs indicated that teachers have a considerable impact on their perceptions about ELT theories; others highlighted the experiences
cultures (Gunesch, 2007). Since cosmopolitanism reflects world citizenship for an individual and respect to local cultural diversity (Ibid), students need to become familiar with various elements that make this an enriching life such as exposure and reflection to various cultures via trips or activities (White, 2007). Wright and Lee (2014) concur, while adding that it should be a precondition for students to learn later how to interact with other students of different social groups as well. Therefore
decades. It is evident that is Confucianism is shaped along morality and ethics is central to its theory and practice. The ethical system of Confucianism is commendable because virtues are highly desirable, both individually and in a social. In this paper, insights into the Confucian moral theory and practice will take center stage. History of Confucianism Yao claimed that the word ‘Confucianism’ is traceable to the Jesuits of the 16th century. He continues to state that Confucianism, as a religious