A Teacher 's Pedagogic Creed

Although the IOM (2011) report contains a multitude of recommendations and potential solutions, the call for action is truly urgent for all key stakeholders including nurses, physicians, hospitals, universities, and so forth. As the healthcare field continues to evolve so must the nursing education system.

Education is one of the most important things we learn in our lives. As a future educator my personal philosophy is to instill the values of cooperation, fairness and justice into the hearts of our students. Students need guidance and support in many areas of their life. A teacher can make a drastic difference in a child’s life. It is important to teach our future innovators to think critically, help them to see their worth, help the student to engage in the classroom and outside of the classroom. Letting a student have a voice in what they enjoy and what class rules should be can result in a positive learning experience. Creating teacher-student relationships and supporting them in play, passion, and helping them find their purpose will help support them through their failures which are positive learning experiences. Progressivism is a philosophy that supports this type of learning. Teaching academics with a progressivism outlook, it can help students with their outlook on the democratic society. Students can learn how to create their voice, what they believe, and increase their knowledge to achieve their goal along with teacher support.

Students have their own best way in effectively learning the lesson. With the diversity of students, the problem is each student has a preferred learning style. It becomes undeniably one of the reasons that make it difficult to achieve the best expected outcome out of teachers’ effort. However, teachers try to incorporate various teaching techniques to make every learning opportunity become productive, meaningful, and relevant for the learners.

Education serves as the foundation to a lifetime of learning. Since every child is unique, I believe that it is important for them to learn in an environment that is both secure and stimulating. By creating this type of atmosphere, the students will be able to realize their intelligence and use it constructively. As a future educator, it will be my goal to establish a classroom that is, 1) non-authoritarian, 2) student-centered, and 3) focused around student experience. These three elements are part of Progressivism, the educational philosophy I plan to incorporate in my classroom.

Education is the gradual process of meaning making and acquiring “knowledge.” One views the world through his or her own set of lenses or filters, from his or her own perspective, and the mind of the learner attempts to connect new information to existing schema to make new connections. These constructions and connections in the brain become "knowledge." Therefore, knowledge when people begin to understand facts or information through experience and/or learning. We begin to realize, through knowledge, details that we learn in isolation are actually interconnected. Education can be intentional or unintentional and can occur everywhere and at any time. Education is greatly influenced by affective factors and social context. It has both internal and external value, both to a person and to all of society.

DiCarlo and Lujan state: “The curriculum is packed with so much content that teachers resort to telling students what they know and students simply commit facts to memory” (17). While students commit facts to memory, they are not truly learning the information. Memorizing information is not learning because students can recall facts but have no understanding of the concepts. DiCarlo and Lujan state: “Learning is…the ability to use resources to find, evaluate, and apply information” (17). The abilities outlined by DiCarlo and Lujan are skills associated with independent learning.

It can be argued that the more modalities employed and presented to students, the greater their chance for successful learning becomes. As educators, if we appeal to all strategies of learning, we are more likely to enhance the learning of everyone in our target audience. This may be challenging as we ourselves tend to flock to a particular learning style, and in turn, tend to teach the same way. It also may be a challenge to address each individuals learning style, as it may be difficult, or even impossible to know each and every one of their learning preferences. However, the first step in overcoming that challenge is to be well versed in our own learning preferences. If we are well versed in our own

2) I believe sharing support of ELLs and ensuring an inclusive approach relies greatly on the teachers themselves, specifically the classroom and ELL teacher. Fairbaim & Jones-Vo mention two things that I believe would work these are collaboratively planning lessons and co-teaching. By planning lessons together, both teachers are on the same page, They each understand the respected needs of their students and able to work together to create ways in which lessons are excited to optimize student success. I also think having another person perceptive is beneficial as their teaching experiences may offer you some guidance. In terms of co-teaching, I think this directly benefits the students. We all have different ways of teaching and I think students

The authors of this article discuss the research that has been conducted to substantiate the fact that direct instruction is much more effective than minimally guided instruction. Throughout the past few years, there have been continuing arguments about the effect of instructional practices in the classroom. Some experts believe that students learn more efficiently through minimally guided instruction, also known as discovery learning, constructivist learning, and inquiry learning. Others believe that students need more direct instruction, and do not successfully learn when they are required to acquire information by themselves. Minimally guided instruction in inefficient because of the structure of the human cognitive system.

The teacher is the source of information and authority and the linear learning that takes place in the program will be regulated by exam results that test on factual accumulation and skill mastery (Bonstingl). There is a set program in which decisions have been administratively made and there is little room to question or ponder the reasons why you are doing something because all that is necessary is memory and eventual recitation. Success in this type of style is determined through attaining higher scores than one’s peers through achieving the most correct answers on a given assessment. This type of approach does a great deal in terms of aiding the growth of the student’s crystallized intelligence, specifically with regards to their linguistic and logical-mathematical capabilities (Coe, Higgins, Aloisi, & Elliot). It is rooted in old studies that have found that learning is aided the most by asking questions over and over and spacing out practice to simultaneously prepare a student for an upcoming exam. The goal of traditional style of teaching is not necessarily to teach and train multiple types of intelligence but rather to indirectly guide the student and have them obtain by-products while studying for academic mastery (Cothran).

Understanding the cognitive learning process is something teachers should all know. You are teaching children with the goal for them to remember it and be able to apply it in the future so grasping the concept of how they do this should be important for all educators. In my education courses now I can say that we do often discuss how children learn, what works best and how to cause a better chance for them to remember. For the process to run smoothly and successfully the child has to have information to build off of. Learning is an extending process of what we already know says the book. We can’t introduce a topic that is irrelevant and anything and everything previously done in the class. They can’t make it to the attention and perception stage without common ground. Like you mentioned in the lector students with attention issues can have more trouble. ELL students might have trouble in the process due to lack of english language skills. Knowing the process of cognitive learning allows the teacher to be more aware of the teachings she provides to students. Its the teachers job to be aware of the students skills and knowledge and give them lessons that will feed the cognitive process not hinder it.

Everyday, teachers are faced with the challenge of teaching students new information that is valuable to their future. Teachers are responsible to determine what and how information is taught. How this information is taught to students is pertinent to their success; therefore, teachers must be able to use effective teaching methods in the classroom. Students have diverse learning styles; therefore, teachers need to determine how students learn best and pattern their teaching to accommodate these differences. During elementary school, children learn to read and write, acquire a basic understanding of content areas, and develop dispositions toward

Education has long been the center of reform with new ideas about learning and teaching. Educators are regularly introduced to new teaching strategies, curricula and rigorous standards in an effort to provide effective instruction to students. However, the pursuit of proficiency in mathematics and reading through the use of research-based methods requires an understanding of the learning models and theories that both drive instruction and learning in the classroom. In this paper I will address the evolution of ideas about learning and teaching in education as well as address the shifts in learning in the 21st century.

As Hadley (1975) stated, “ a pedagogical approach to learning stresses systematic procedures designed and implemented by a teacher who sees control as essential for effective learning” (p. 122-123). Similarly Kerwin (1975) stated, “pedagogically-oriented learning is primarily concerned with transmitting what is known, does not involve the learners in the design and operation of

My teaching philosophy is to create an environment that stimulates learning so that students gain the necessary knowledge, skills and abilities to become proficient professionals. While teaching foundational knowledge is important, there are other essential skills and abilities that students must acquire in order to successfully transition from being a student to becoming a physical therapy professional. These skills and abilities include thinking critically as well as interacting and communicating effectively with patients and other health care practitioners. I emphasize to students that it is imperative to realize the impact of developing a therapeutic rapport with patients while providing quality, patient-centered care to optimize the healing process. Therefore, when deciding what to teach, I not only consider the content presented, but also how I can foster discussions with students so that they can apply information based on varying contextual factors. I also attempt to provide students a framework for how to achieve professional excellence, which I aim to model as I fulfill my roles and responsibilities as a teacher and provider of clinical instruction. This framework is rooted in five central tenets: