My Reflection In Education

Creating lessons that students actually want to participate in is always considered at planning. While there are standards that must be taught and best practices for teaching these standards, engagement must also be addressed to complete the learning package. Silver and Perini believe that “if we do not design lessons and units that will strengthen students commitment to learn, then we cannot expect them to take an active or in-depth approach to learning” (2010). With this in mind, differentiating lessons according to students’ interest helps ensure that students are motivated and are able to gain deeper level understanding. When students are interested in what they are learning, they are able to bring passion to their work.

The first step in developing a lesson plan is to determine what students should learn and be able to do at the end of class. Teachers should define what the lesson’s topic is going to be, what tangible skills should be acquired and what intangible knowledge should be learned. Once these goals are defined, rank them by importance. This helps with managing time and focuses on the most important learning objectives. Objectives should incorporate state standards into the curriculum at every possible opportunity. Lesson plan objectives should be measurable and achievable. It may help to think about how students may potentially apply the most important ideas or skills in their daily lives.

Rows of desks, students sitting up straight, raising hands to answer questions, cycling through a PowerPoint presentation, writing notes on the board. This is the type of education that I experience until I graduated high school. When I decided to go into teaching it was an easy decision for me to want to not provide this type of experience to my students. Early in the education program, Bud Stefanski posed us the question about our educational philosophy in the Foundations of Education class. When answering that question, I was 100% progressivism in my education philosophy students should only learn through hands-on experiences and not be forced to sit at a desk and absorb information (Mirah, 2013). After gaining actual classroom

Analysis of the three identified stages stated on the lesson planner shall take place within this assignment. Links will be shown between the teaching methods that were incorporated in this lesson planner which met particular learning characteristics, traits and needs of the group or an individual(s) and relevant educational and theoretical principles. The lesson planner has been placed in the appendices, as a referral resource, for this assignment.

This semester felt shorter than the first semester, due to the fact, that we had different things apart from our routine lessons.

I want to start with the fact that you are reading this letter after a century, and a lot must have changed. I am trying to recognize that indeed, a hundred years carry a great deal of change, but I am hopeful that I still resonate with some relevance. With that said, I would love to progress to more pressing issues that I feel you need to know. Lightly put, college is far from the conception you have formed about it. I am not talking about you finally getting to get away from the watchful eye of your guardian, but the dramatic change that college will afford you to shape and steer you into adulthood. As part of that development, I am inclined to share with you the things that have mattered to me and my society - social institutions. Hopefully, they still are of great concern to you during your time in college.

I’ve been able to connect my civic engagement work with our discussions in prosem mostly through our conversations about education and the intersection of immigration and education. All of the kids I worked with at Moder Patshala were either immigrants themselves, or were the children of newly arrived immigrants, and with that, they were low income and/or first-generation students in the US. This highly overlaps with the presentations we did on education: one intersecting with low income students and the other with English language learners. From these discussions, I’ve been able to develop how to better support the students I worked with who were still learning English. The conversations around certain classroom situations and how you should react were really interesting and got me thinking about my strategies for supporting the students I worked with, which was beneficial for my work, the student’s education, and our relationship. A lot of times when there is a language barrier, a student will get very frustrated and I was able to think critically about how to more visibility show my patience and encourage the student through the process. In terms of FGLI students, I had never really thought about the importance in verbalizing that I was a FGLI student too. I had always tried to not mention the fact I was from Penn, because I didn’t want there to be this power dynamic between the student and I and also between me and the tutors from other schools. But I learned that

It is an undying question that may never be answered: How do children learn? It is a common idea that children need to be taught the basic subjects such as math, reading, writing, science, and history. However, what if we are serving an injustice to our youth? I myself was brought up by the public school system. I was taught how to take a test, how to memorize vocabulary until the next set arrived, and how to play by the rules. While every child learns differently, I always imagined what it would have been like to be taught in a different atmosphere. Despite this being the most common curriculum of Essentialism, I believe that we could be of better use to our children.

I come from a country where houses are made by hand and people are made by their social class. Being born and raised in Uzbekistan, I have learned many life lessons. Growing up, I was the only child of my mother who raised me alone while she worked two jobs and studied to complete her doctorate in psychology. My mother lived every day with courage, strength, integrity, humility, and determination, paving the perfect example for her son. Being young, I did not understand the depravity with which people in Uzbekistan lived their daily lives; however, looking back I appreciate the hard work my mother put into every aspect of our lives to give me the opportunities I have today. Both disparity and hardship fall onto the hardest workers because of the injustices riddling the social infrastructure: some of the brightest minds were held to lower status jobs whereas less skilled individuals climbed the social ladder on their fathers’ backs. My mother fought through these inequities with me at her side to bring us into a better life.

As I complete my final thoughts for this class, I have come to realize the importance of respecting others. As a future educator, its importance for me to understand the different social and culture values within the classroom. It’s my job to keep a positive environment that promotes learning for all (different ethnicities) students to success. There are plenty resources out there for teachers to utilize inside the classroom to incorporate different students’ cultures. For example, you can incorporate different books on different cultures inside your classroom library. As a teacher, it’s your job to make each child and family feel included. It’s our job to overcome those barriers and challenges that is associated with students who are immigrants. I’m willing to go the distance for my students, but first I need to understand and accept my own personal journey. It starts with understanding your own social identity; your social identity is how you establish yourself as a person.

I have had the experience to teach the class four times during the semester and each of them has helped me to learn a lot. Dr. Walenciak has been traveling a lot so I have been in charge of the class those times. The first time, I was terrified the day before of the class. I needed to talk about the chapter of Ostrander’s book that talks about the history of Christian education. I prepared myself a lot and the day of the class I divided the time so the students could work on a project that we have. I try to summarize the chapter while explaining it. I planned to talk for 25 minutes and I ended up talking for 15 minutes. I was talking too fast and skipping important points without realizing about that. At the time of the class, I felt confident but I was a little nervous and it was harder to express my ideas in English but I manage to overcome that. I was able to explain everything but I was a little disappointed that I could not meet my time goal. After that, I ask them some questions to see if they have understood the topic. It was interesting because I could feel somehow the feeling of the teacher when nobody participates in the class. At the beginning, everyone was quiet but after a while, they start participating. To finish the class, I gave them some time to get in groups and discuss their progress for the final project. I asked for some feedback after that to some students and they told me

Since taking my first few educational courses in education, I have realized that my philosophy on education changes as I learning more about the profession I have entered. Every time I think I have come to a final belief statement, I learn something new about teaching and sometimes the things I learn causes me to alter my philosophy. Therefore, I will share with you what I believe about teaching and what I’ve learned at this point.

One aspect that I can personally relate to would be latent functions because it was something that helped me discover more about myself. I was able to find comfort in extracurricular activities and interacted with numerous fellow students. Because of extracurricular activities, I learned that I was not just an academic person, but I also have the skills in running, playing sports and singing. Extracurricular activities were something that just helped me learned to open myself up more to people and be open to learning new things.

In this class we have often talked about choices parents make, that affect their children. While I do not condone coming to America illegally, I do not believe that this would effect my teaching. Personally, as an educator, I do not think that it is my place to judge a child, or his family’s legal status. My main objective is to grow my students minds, and help them to be better people. I desire for my students to be knowledgeable, and kind. This vision expands across all races, and cultures. According to,THE HUMAN FACE OF IMMIGRATION,“It’s not long before their consensus is clear: Legal immigrants are good, model residents; “illegals” are very bad.” Most of the country has this belief now. I think that it is important as educators, to broaden our students minds, and help them see that all cultures, and races should be accepted not only in our school, but in our country. Even if you don’t support people coming into the country illegally, there should be a respect for all people. Additionally, EVERY STUDENT should feel safe, comfortable, and accepted in their school. I think this applies to the students, and teachers. I also think the term “illegals” definitely gives immigrants a bad connotation, but I do not think that the issue of people entering the country illegally should be ignored. I think that it is a lose, lose, situation. This issue needs to be discussed, and whatever being said is going to hurt, or offend, someone.

During the stages of my development, I did not always understand why my parents forced me to follow the laws that they had put in place. Like, why should I really cut the lawn? Why was school really so important? Why can not I put candies in my oat bowl?