Teaching by Principles

Having the insight as a former student and a present educator, Linda Christensen wrote about her views on the way English is taught to students in her essay“Teaching Standard English: Whose Standard?” Christensen

Pedagogy is a word that is used to describe the art and science of teaching. Pedagogical roles are the many and varied that a teacher may perform while teaching, such as structuring, soliciting, responding and reacting. Other roles involve assessing, criticising, discussing, encouraging, enquiring, evaluating, explain, giving individual instruction, lecturing, organising, presenting, questioning and answering, repeating and reviewing and team teaching and tutoring etc.

I see students as the next generations’ heroes in so many fields. In my vision, I have to inspire students and prepare them with confidence, knowledge, experience and skills. Which means I encourage, communicate, guide, teach, and assess students in order to enrich their infrastructures.

Through the courses i've taken at Lakeland college, my time spent observing a second grade class, and my own school experiences, I have begun to develope my own personal teaching philosophy. The needs of students are ever changing and I plan to evolve my philosophy as I gain more experiences. I plan to implement my philosophy and teaching beliefs into all of my future classrooms. My goal as a teacher is to fulfill all of my students educational needs, and prepare and adjust my lessons accordingly.

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

If teachers have prior knowledge of the subparts of the English language, as well as knowledge of the diverse cultures he/she is instructing can help the teacher create and blend a comprehensive and student-inclusive lesson plan and curriculum. Prior knowledge influences how the teacher and students interact with the learning materials as both individuals and a group. (Kujawa and Huske, 1995) Prior knowledge assists in segue of appropriate instruction and retention, because it is a foundation from which to build from and facilitates the idea of making sense of the educational experience.

The directions for this assignment were to discuss three principles that apply to teaching in my classroom setting. I just completed my eighteenth year in the classroom, and after reading the chapter, I reflected on the best practice principles discussed. Instead of focusing on those principles that I feel are consistently and effectively embedded in my classroom craft, I have chosen to discuss three principles where I would like to improve.

Describe in detail your philosophy of teaching and learning and the theoretical basis for its development. Include examples of teaching and learning strategies to promote higher level thinking that align with your stated philosophy. The context for implementation of the strategies may be within your area of expertise.

To conclude, in relation with the findings made and my own experience on my practicum in a public school, I can realize that my beliefs were similar to the students who participate in the research. Nevertheless, the only difference is that I do not agree with the memorization of the rules instead, with the internalization by connections with their mother tongue. Also, I believe that in our practicum, we tend to copy the strategies that our mentor teachers use, which are the mechanic activities, paper sheets or drills, and so forth, letting our belief that English is acquired through

Teaching” ranks amongst the nation’s top five prestigious professions where one is involved in shaping the future of a country. Volumes of articles, books, papers, and anthologies have been written; websites developed; and conferences held about teaching techniques and methodologies, learning strategies, and last but not least, teaching philosophies. With this background I would be naïve to think that I could come up with an original, concise, beautifully eloquent, and perfectly structured teaching philosophy. Hence, I describe a philosophy that works for me. Alice Omaggio Hadley writes in 1993 that the continuing struggle to understand, clarify, and articulate one’s beliefs and practices is at the very heart of being a teacher and a researcher. My first academic teaching experience began in my tenth grade on a teacher’s day when my teachers selected a few senior students from the senior-most class to tutor fellow students and juniors on a one-on-one basis so that the regular teachers could get a well earned day off rest on that auspicious day. From that humble beginning many, many years ago to an active teacher today has been a Long Odyssey. Certain qualities that I distinctly possess like my extrovert nature and zeal towards helping my classmates and other tutoring activities through my academic career has slowly developed the “teacher” in me. I firmly believe that the best way to learn is to teach and one continues to learn all through one’s life. In addition to faculty

While completing this project I have grown tremendously through not only the support and guidance from my Professor, Dr. Bush, but also my peers. It was so empowering to gain that awareness and understanding of the theories and practices that underlie our pedagogy. It is through that understanding do we gain a sense of what is most important for our students and for our own professional growth. Furthermore, my thinking was pushed when I was asked to participate and join other school colleagues at two conferences that complimented my learning in this project—that is Understand by Design with Jay McTighe and a WestEd, Quality Teaching for English Learners summer institute.

This essay will be analysing the most effective pedagogic principles for teaching in the early years or reception class. It aims to make available an improved understanding of the variety of pedagogical principles within early years ' classroom and the strategies that can influence the choice and application of different pedagogies. It is world widely known that ‘’ early years’’ of a child starts from the moment they are born to the age of 5.

Teaching a specialism of any matter requires the teacher themselves to be competent and confident with their own abilities first. To be a competent carpenter requires lots of experience, dedication and time – without dedication, you will not put in the time and in turn not gain the experience. Hence dedication is a fundamental element, which is expressed to all the construction students at Harlow College, in order for them to succeed. Dedication goes hand in hand with motivation, motivation is developed from enjoyment. Therefore making a positive rapport between student and teacher is a very important because ‘good teacher-student relationships are based on mutual respect. The student respects the teacher for their teaching skills, personal qualities, knowledge and professionalism’ (Petty, 2004) which puts emphasis on the teacher who is at the core of the motivation behind any prosperous student.

We, as adults, have a responsibility to teach and protect children. Teaching is one of the most crucial jobs an individual can have. Not only does teaching give students material to succeed scholastically, it helps apply knowledge and skills necessary for success in life. I want to teach so I can better equip children for adult life, while allowing them to be individuals and form their own personalities. At the core of my philosophy, there are four essential themes to teaching children: Emotional Development, Curriculum, Art, and Building Relationships. Albert Einstein once said, “It is the supreme art of the teacher to awaken joy in creative expression and knowledge” (BrainyQuote). Knowledge opens the door to the world while closing the

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: