Reflection on Pedagogy of Possibility

It is my sincere hope that every student should look forward to coming into the classroom ready for new adventures and a whole new world of information every day. Education continually brings us new adventures just waiting for us to experience its wonder and possibilities. I believe that students, when presented with a wide variety of interesting lessons, can become interested and motivated in a way that they never have before.

Later on in our education, we realize that our teachers are not at fault for teaching the material that they do, that their job simply requires them to do so. In “The ‘Banking’ Concept of Education” by Paulo Freire, he blames the oppressors, the elites of society, as the reasons why education is the way it is: “Indeed, the interests of the oppressors lie in ‘changing the consciousness of the oppressed, not the situation which oppresses them’; for the more the oppressed can be led to adapt to that situation, the more easily they can be dominated. To achieve this end, the oppressors use the banking concept of education …” (258). The school boards gives educators a set curriculum to go by, and the teachers based the material they teach around it. This is one of the ways that the oppressors change our consciousness, by exposing us slowly and over a long period of time to a set situation until we do not know there exists a different

A forth arguement, critical literacy, exists in small american accedemic communities as oppotititionall material rather than a popular and driving theory. As primarily a marxist idea, it is popular in 3rd world contries used as a means of power and controll over those regions. Seen as a threat to capitalism, it is considered danagerous and will most likely continue be banned from american classrooms for the forseeable future.

As an educator, it is my job to find new ways for my students to learn that coincides with their particular learning style and takes advantage of their strengths. In all practical terms, this will mean finding new ways for each of my students to learn in their own particular way. As a whole, my students will need more reason to learn with authentic experiences, hands-on

Within the Inspiring Education document, the vision for core competencies in 21st century learning requires a “shift away from traditional dissemination of information and re-call of facts” (Alberta Education, 2010) and instead focuses on student centered learning models of inquiry and discovery. This shift in educational practice requires students to acquire new abilities and focus on “higher-order thinking skills, deeper learning outcomes, and complex thinking and communication skills” (Saavedra, 2012) and involves teachers creating appropriate instructional and assessment practices.

“The problem of holding the Negro down, therefore, is easily solved. When you control a man’s thinking you not have to worry about his actions. You do have stand here or go yonder. He will find his “proper place” and will stay in it” (Woodson p. 5). In the Miseducation of the Negro he focused in on the problems of the education system for African Americans leading to the dire effects of plight of the Negro. This timeless work is relevant and parallel today; he speaks on the lack of racial consciousness and the self-hatred through education that teaches him to despise himself/herself. For African Americans and other peoples of color, hegemony has placed us as at subordinate class in a white supremacist patriarchal society. Combining theories of political theorist, Antonio Gramsci, historian Carter G. Woodson, sociologist W.E.B Du Bois, and social theorist Michael Foucault a theoretical and practical coherence can show the relationship of knowledge and power. Critical Pedagogy links the relationship of knowledge and power, in which knowledge is socially constructed and rooted in a nexus of power relations (Darder, Baltodano, & Torres p.63). Critical consciousness within critical pedagogy has us consider as students and future educators the role of education and knowledge when it comes oppression and decolonization.

The theoretical framework of this study was shaped in what is known as critical pedagogy. Critical pedagogy considers how education can provide individuals with tools to better themselves and help create a more equal and fair society. Critical pedagogy can help students stand up and question authority.

I learned that some students learn better by being able to move around and some students like to sit quietly. I learned to present ideas through both auditory and visual means. Offering manipulatives or other hands-on support for students who need them. As a future educator, I thoroughly understand the differences of all learners. So now I can provide a better chance of meeting the diverse learning needs of all my future students.

“Don’t Lecture Me” noted that students who gain a mastery of subjects in traditional lecture format classes were typically those who were engaging with the material through outside research and reading. These people are self-directed learners. They are motivated and have the 21st century skills necessary to gain a deeper understanding. Educators need to seek a way to make these types of students the norm, rather than outliers. It is not surprising that lectured-based educational formats do not succeed – these class styles do not foster an opportunity for students to exercise and gain mastery the 21st century skillset. By devoting class time to activities like group discussion, brainstorming, collaboration professors will provide students with skills that can be used independently and in

As educators, we are responsible for enlightening, motivating, engaging and teaching our students. Indeed, this responsibility

Since the early twentieth century, educational theorists and researchers debated about topics concerning the validity, purposes, and best approach to public education and multicultural academics in the United States. Since the adoption of Ralph Tyler’s teacher-centered, essentialist approach to curriculum, John Dewey’s call for progressive reform and student-centered learning, and Paolo Freire’s call for an education that advocates social change and the destruction of social oppression, education pundits found themselves stuck between different goals, outcomes, and possibilities for teaching in a multicultural way. A review of recent literature proves that one of the goals, Critical Race Theory (CRT), oftentimes stands at the

When I first read the title of the article “The Problem with Lecturing” I was immediately drawn to the subject at hand. Being a student who has struggled in the past with the teaching method of lecture classes, I was curious as of what aspect Emily Hanford was going to write about. I was curious to see what appeal she would use to make her point. Would she use ethos, logos, pathos or a combination of all three? And at what point would her kairos moments appear. To my delight, Emily touched base on may different aspect of the problem with lecturing including, but not limited to, testing understanding once lectured (ethos), professors taking the matter to heart of its lack of effectiveness (pathos) , and the importance of professors

Society expects for students to be able to learn and comprehend any information that is being thrown out. Some students seem naturally enthusiastic about learning, but many need-or expect-their instructors to inspire, challenge, and

I improved on my understanding of education by having the opportunity to learn more about lesson plans. This class has helped me to grow in my understanding of students by allowing me to interact with them on a regular basis. Teaching lessons has become something that this course allowed me to become more comfortable with. While I still need to improve on my time management while creating lessons, I believe that this course has shown me what I need to do to teach an effective lesson.

As a future teacher in today’s society and generation, I believe the educational system must accommodate the individual and the diverse needs of each child. Many factors should be thought about when forming a philosophy on education. Factors as far as the increase of single parent families and dual careers, the family structure is changing and this may play a significant part in our students. Furthermore, the issues such as teen pregnancy and drugs and much more, children are facing more complicated issues than they ever had before. A sound philosophy on education must be developed within the framework of social value systems. Our children are our future resources. All children can be guided to become well adjusted, functional and intelligent adults for their own benefit and the benefit for others in society. An educator should motivate and stimulate each child to perform to the best of their ability. Regardless of the various experiences, abilities and needs of the child. Therefore, all children must be well educated and given the opportunity