The Teacher Is The Fountain Of All Knowledge

Michael W. Apple was born in 1942 to a working-class family in the midst of labour movements situated in New Jersey. During the desegregation movement of the 1960s Apple taught in elementary and secondary schools in the district of Harlem, New York City. Apple saw the effects of systemic racial and class-based discrimination through the institutionalization of political, economic, and cultural inequalities (Ward, 2013, para. 1-2). The realization that schools are not neutral institutions informed some of the most central questions of his life’s work: Whose knowledge is taught? Whose knowledge is not taught? Who benefits from education? Who does not benefit from education? What can we do to change education so it is more critical and democratic? What can I learn about other peoples work that helps me write and think about this? (Michael Apple: Educación democrática, 2011)

This essay contemplates my individual development, skill acquisition and exploration of teaching approaches; throughout and beyond the International Teacher Training Organisation (ITTO) program. The problems I encountered will be discussed; and their relation to establishing where my wealth of primary teaching experience aligns with English as a Foreign Language (EFL) teaching approaches. For example; efforts to reduce my teacher talk time compared to primary school education was important, correcting pronunciation in an appropriate manner and correctly pacing both my speech and activities were areas of development that were observed, reflected on personally and subsequently acted upon.

“a teacher is a lifelong learner, it starts the very first day of your teaching career, and ends the day after retiring from being a professional teacher.”

Through the classes I have taken at Wilmington University and my experiences in the classroom, I have developed a personal teaching philosophy that will be implemented into my future classrooms. I chose the teaching profession because I understand the challenges and responsibilities that come with teaching young minds. Children are our future and I am confident in my ability to help students reach their potential both inside and outside of the classroom.

She emphasized for one to a teacher, one must be an expert. From this point of view, it can be inferred that to teach someone you must have all the background and current information on that subject. As humans, we can only recognize to the extent to which we know something and when we do not know (Weiss, p.251). The one true being that is knowledgeable about all things is the gods.

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

Sitting in a classroom during the first course for my Administrative Credential, I still clearly recall the moment when I first heard that quote. I had been a classroom teacher for over ten years and yet I had not necessarily thought of or articulated teaching and learning through this lens. This quote and the ensuing discussion I engaged in with my colleagues that evening, resonated with me so strongly that it forever changed and guided my vision of education.

It takes hard work and a lot of energy to become an expert in the education world. There are amazing teachers who would do anything for their students, but there are also teacher who are just there to go through the motions. The best teachers are to ones who are passionate about what they are teaching and would go out of their way to see their students succeed.

In some ways I really like the statement. Although romanticized, it seems nice to think there’s a person (or people) that one can go to and be filled with information, given the answers to the big questions, be given the “right” direction to follow. Someone all-knowing like Mr. Miyagi from the Karate Kid or the Wizard in the Wizard of Oz. Like the Wizard though, it’s a fallacy to think that rather than having to take an active role in decision making or learning, there’s a singular person that will bestow knowledge if we simply have access to them.

Overall this class has made me really stop and think critically about the material we have been learning. Every time I am in this class I am challenging myself to think deeply and thoughtfully about certain scenarios, certain concepts and I am always leaving this class wanting to know more. The part that stands out to me the most was the myth of the hero teacher. I myself wanted to become that “hero” teacher but I never really understood the myth that this holds until this class. A hero teacher is a myth and we abolished this by the class readings both online and from the Ayers text. I have learned how to see students and also on how to create an environment to allow learning to happen at its full extent. I have learned a lot from the William Ayers text and the truth that it holds. I am always highlighting the book with the certain points that stand out the most to me. I am super glad I bought this book so I can highlight it and keep it for whenever I need it!

A good teacher is like a candle ? it consumes itself to light the way for others.? This is a quote stated by an unknown author about what it means to be a good teacher. Not just anyone can be an instructor of the world?s future leaders. There are numerous qualities that one must possess in order to hold the title of an ?outstanding teacher.?

Educational philosophies since the Enlightenment have functioned out of another paradigm, with knowledge on the outside to be placed into the blank receptacle of the mind. The efforts to place this exterior knowledge within have frequently done violence, both to the student and the knowledge itself. It may be helpful to remember that, at least etymologically, the Socratic view is more accurate—educate means literally educe, to draw out. (Churchill as cited in Markie, 1994, p. 153) This quote is a representation of how we as humans are light blank canvas and can be molded with the knowledge

Throughout the ages, we as teachers are known best for being the instrumental tools in the lives of many young adults and playing very vital and dynamic roles in the lives of some of the greatest women and men, therefore believing the power of an educator is unparalleled and to attempt to describe what we impart into the lives of others with three words is indeed nearly impossible.

There are six arguments that support this statement. First, teachers are trusted by the public to educate their children fully and have their students for seven hours a day. Secondly, not just anyone can be a teacher and teachers test other teachers, which is how the licensure process works. Thirdly, teachers have a high level of education. In fact, teachers are in the top seven percent of the highest educated people in America. Then, teachers are part of a professional organization which makes decisions for teachers all around. This organization is the National Educators Association (NEA). Also, teachers are essential to society because they educate the children of America. Lastly, all teachers have a specialized skill set, which means that they are trained to be teaching specifically what they are

I cannot write this essay without reference to study of my own experienced and my daughter’s- placed in the harsh environment of the government schooling system and its observations of the stark belief systems of “the child to fit the system” and not “the system to fit the child” with reference to the what education should be about. This means different things to different people. To some this means a teacher teaching and passive learning taking place, the outcome is expected at the end of each year that each child has to achieve the same outcome and is graded accordingly.