The Theory Of Teaching For Teachers

This essay seeks to critically reflect my current understanding of teaching and learning and how it has influenced my developing philosophy. This is an important concept to grasp, for any practicing educator at the beginning of their journey in becoming a qualified teacher in Physical Education (PE). To fully develop this essay it is vital to be able to define and outline a solid concept of philosophy, as this will make it easier to understand the principles that underpin practices within the teaching environment. However, the notion of understanding ones philosophy is not always a straightforward process, there are certain barriers teachers are presented with on a day-to-day basis that can sometimes restrict and prevent an all-inclusive pedagogical atmosphere. Understanding the crucial concept of philosophy will provide the essay with a strong backbone. The definition from The Oxford Dictionary describes philosophy as a “theory or attitude held by a person or organization that acts as a guiding principle for behavior,” (Oxford Dictionary, 2015). Integrating this definition into the practical setting together Lund and Tannehill (2005) argued that inside a professional teaching occupation it is critical that teachers come to terms with what they personally believe about physical education and its goals. Whilst reflecting on both definitions I found it difficult to emphasize and pinpoint exactly what my personal philosophy may include, as it seemed at first I wanted focus on

Hudgins, B.B., & Riesenmy, M.R. (1994). Teaching self-direction to enhance children’s thinking in physical science. Journal of Educational Research, 88(1), 15.

Teachers expect their students to work hard for good grades and achieve the highest possible test scores on standardized test. If all teachers are concerned about is the grades their students are getting and not whether or not they are learning the material being taught to them. They can’t expect students to retain the knowledge they are receiving with the pressure of high expectations from teachers. The stress of memorizing for a test is unbelievable. All students care about is how many questions they can get right, what grade they have received, and how much it will affect their grade. A majority of students forgets the material they spent

Many teachers these days are “teaching to the test” and hurting their students in the process. The students are not properly taught to retain information that will be helpful in the future. Many students are taught to memorize the information for the test and to never look back on that information until an exam, where the whole memorizing process starts again. The information is never fully learned or understood. “ students ... have very little idea how they can apply the information throughout their lives” (Source F). Many students cannot remember what they have learned up to the current week, and many researchers have found that since the information is not currently being used, it has been pushed to the back of the mind and in most cases, forgotten. Researchers have found that many students forget up to 60% of material that they learned in high school before moving to a university. The information that has been consumed by students is not being applied in real life situations. And the tests will not help students in the future with getting jobs or any real-world knowledge. “Instead of being able to explain what they can DO with the information they have learned (i.e., order food at a restaurant from language class, determine appropriate change while shopping from math class), students often only cite the technical

They cram their brains then forget it all after the test. School systems have become accustomed to the “Drill n’ Kill” method. A University of Maryland study from 2007 found many teacher felt they needed to “teach to the test”. NCLB instilled this practice due to the decreased amount of time available for teaching and the increased amount of higher-order thinking involved in each test. As Benjamin Franklin wisely stated, “Tell me and I forget, teach me and I remember, involve me and I learn.” If teachers are being told to repeat information students may remember some of it, but will most defiantly have more success being taught in an environment conducive to long term memory. This may be possible for some counties, but the tests have constantly increased the material and rigor each year leaving no time but for repetition from student to teacher. Some students have even found they don’t even get the correct answers from the test and never “fully” learn the

That type of memorization and stress destroys true intellectuals once they enter the school systems. Those pressures make learning a near impossibility. Ben Orlin took the same stance that I have on the matter. Ben Orlin, who has been a teacher himself admits that memorization plays a role in a young scholar 's life in his article “When Memorization Gets in the Way of Learning.”

These days there are a lot pressure in schools and things to watch out for like your tests, your grades, and Grade Point Average that most of the kids forget the main idea of education is to learn. And when this happens, students learn the object only to have brain vomit on the test paper and forget about the lesson the next day. I personally was like that. I only memorized rules to put them down on the my test paper, and forgot all about the lesson the very next day. In fact, I know so many of the other students did the same thing too. English was one of those classes.

The U.S. educational system enforces students to memorize information. This leads the U.S. towards knowledge that people can’t really use in everyday life. It’s been proven by researchers that students who study purely for a test can’t use the information they’ve “studied” or memorized in other words. Students waste their time memorizing information without a purpose to pass a test instead of following their passion. All of that information a student might remember but will not be able to actually use when he has a physical object in front of

This assignment is going to discuss why England has a National Curriculum for primary education and to what extent does the National Curriculum 2014 for English reflect current theories of teaching and learning. In the first part of this assignment I will consider: why England has a National Curriculum for primary education, the history that led to the production of the National Curriculum, why a new National Curriculum was introduced in 2014, and the advantages and disadvantages of having a National Curriculum. In the second part of this assignment, I will focus on the new curriculum framework for English, more specifically, the framework for reading and speaking and listening. I will explore the three main current theories of teaching and learning that the frameworks for reading/speaking and listening reflect: Behaviourism, Cognitive Constructivism and Social Constructivism. I will look closely at the principles of the three theories, analyse their impact in the class room and evaluate their overall importance on teaching and learning. Overall, this assignment will give an overview of the progression of the National Curriculum and the current theories of teaching and learning that are impacting classrooms today.

Many people believe that memorization is the key to learning, but I believe that is wrong. I believe that memorization can hinder someone’s learning, not help it. My personal experience with teachers telling me to memorize what they are telling me has not been a good one. I am not the only one who disagrees with being taught to memorize information. Paulo Freire talks about his feelings regarding this teaching method in his “The Act of the Importance of Reading”. I believe that memorization is not the key to learning because the student does not understand the information and can make someone feel stupid or embarrassed for not understanding the subject matter.

Drake Baer discusses how anyone could use certain methods in order to recall what someone has learned in “4 Strategies for Remembering Everything You Learn.” He believes that there are two thinks that a person needs prior knowledge such as the subject matter and knowing how to learn (Baer, 2014). Knowing the subject matter is important, but knowing how learning works does not seem like it is needed in all cases. The reason it does not seem relevant is because many people may not know how it works, but are excelling in learning new material. For example, I was not aware of how learning works until I read this article. Mr. Baer suggests four strategies that will help a person be able to learn anything, which are as follows: recall, don’t fall for fluency, connect new things to old things, and reflecting (Baer, 2014).

Identify the 6 elements of a personal teaching philosophy. Then, using the six elements, draft your own personal philosophy of teaching (Look at page 27 and identify the elements of a personal teaching philosophy and then write what you think is important about each of them).

Education is not to teach children how to learn; no, it is to make factory workers. Students are expected to memorize facts the teacher narrates and recite them back later for an exam, quiz, or

The ability to read is the utmost significant factor behind a child’s educational outcome, thus for an educator to impart the skills of literacy on to a student is the most important aspect of primary school education. The art of reading is a multifaceted process that expands on spoken language, it requires the mastering of a progressive set of skills which nurture a phonemic and Phonological awareness, builds a proficiency in decoding competencies and requires the capability to implement comprehension strategies. An insight into these skills are outlined within a framework comprised of six dynamics commonly referred to as ‘the big six’. These foundation elements are essential in the reading process, and the means in which these skill sets

Information-processing models emphasize ways of enhancing the human being¡¦s innate drive to make sense of the world by acquiring and organizing data, sensing problems, and generating solutions to them, and developing concepts and language for conveying them. The book discussed eight different information-processing models which include: Inductive thinking, Concept attainment, The Picture-Word Inductive Model, Scientific inquiry, Inquiry training, Mnemonics, Synectics, and Advance organizers.