The Triangle Model Of Education

I believe that positive student/teacher interaction and family involvement are essential to the learning process. I believe that all students can succeed in education. It is my goal as a teacher to develop the intellect of all learners through a challenging curriculum. I hope to propose thought provoking questions that will prompt students to think and learn on their own. I will provide supervised practice to ensure the students in my classroom are learning. I believe problem-solving skills will be the most valuable skills students can learn. It is important for the class to be active in the community and active in life-changing events. Students learn best by doing. Emphasis will be placed on learning how to learn. Students will take an active role in helping decide what they learn and how they want to learn it. They will be responsible for helping to care for and maintain the learning environment, thus taking ownership of the class.

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

Teachers must hold high expectations for all of their students and recognize that all learners seek challenge, purpose, and affirmation. Students naturally want to learn and teachers must expect them to respond with investment, persistence, an opportunity to display their accomplishments and personal reflection. (Woolfolk, 2011). Teachers must connect new content with the knowledge scaffolding a student already possesses, in a way that encourages focused and engaged learning.

A driving objective for a teacher is to affect students to advance their expertise in education by finding them the correct course. The teacher should promote positive motivation and inspiration by adhering to legislation and codes of practice which will increase every student’s focus in developing and bridging gaps to display eagerness towards a healthy broad mindset, creative thinking and brighter approach. A mentor should coordinate assessments which will reinforce the ability to perceive individuals’ abilities and knowledge progressions and moreover support them further to boost their learning capacity to acquire a well-established national standards skill set.

There are, though, some similarities between the two theorists. Both dealt with the concept of human motivation. And Skinner, unlike pure behaviourists, did accept that internal processes should be taken into account. Both believed that feedback on actions is important, and both are still, to this day, highly influential in the This literature review will identify two key theories, within the field of education and learning. Consideration will be given to their similarities, differences, strengths and weaknesses, and how they impact on learners when used in practice. The review will examine both humanism and behaviourism, focusing on the work and findings of Abraham Maslow and Burrhus Frederic Skinner. While both theorists have had a profound influence on developmental psychology and education, they hold very different theories and applications.

This “hidden curriculum” of teaching is on-going and essential to the learning process. We are always modeling, teaching, guiding, fostering, probing, and inspiring learning! Additionally, educators assume the responsibility for empowering students to become deeper thinkers and stakeholders in their own learning. We acknowledge that curriculum is much more than factual regurgitation of knowledge, yielding only lower level thinking skills. The complex job market will be filled by employers looking for individuals who can provide both an analytical interpretation of information and the demonstrate the ability to be results driven.

Domain III: Instruction Indicator 8: actively engages students in the learning process. Teachers use different instructional strategies based on appropriate skill level. Indicator 10: Brings multiple perspectives to the delivery of content. Teachers acknowledges diversity and differentiate instruction. The teacher demonstrated deep knowledge of content by connecting ideas from across the curriculum to everyday life. The demonstration of deep knowledge of content during instruction was also measured on how the teacher engaged the students, based on the activity the students were doing. The transformation of content knowledge was a challenge for the teacher. As time progressed, the teacher was able to transform the content. The transformation, then became adaptable to all the students. Thought maddening questions were observed in measuring questioning techniques in

As children are still learning they do not have distinct experiences thus far to be able to determine what is wrong, right, impossible and possible. The teachers job is to help them learn this information, even if the child does not know the right questions to ask. Inquiry based learning is how the teacher is expected to teach the new information so they will truly understand the knowledge.In an inquiry, each activity must build the necessary understanding to accomplish the task. Mrs Danchuk was able to develop inquiry based learning with there students by having them to think on a deeper level within a tie frame she is enabling critical thinking in students. In addition, a common goals that educators bring to the classroom, and interdisciplinary instruction and exploration promotes realization of these objectives. My mentor teacher accomplished this by engaging students and helping them to develop knowledge, insights, problem-solving skills, self-confidence, self-efficacy, and a passion for learning. Mrs. Danchuck also included discipline based learning in the lesson by discussing each stick note and making it relatable to the students, she was able to help students develop a better understanding. In the reading one of the main concepts discussed in discipline based learning describes how students learn and gain more knowledge when they understand the ways

In this activity, I will be working with Carolyn Ulrich, a fellow geometry teacher, to improve our students’ achievement in our “Similar Triangles” unit. This application will occur at Deer Valley High School in Glendale, Arizona; the website is: http://www.dvusd.org/Domain/42. The mathematical level of geometry is the second-year math class taken by all sophomores and is tested on the Arizona state standardized test. Mrs. Ulrich is our geometry level leader on our campus, but she teaches four honors geometry classes and one regular geometry class, where I teach three of the regular geometry classes on campus. In this activity, we have decided on three standards to focus on when we instruct our students in this unit, which I will state in the next section. We will work together in a collaborative inquiry which “involves identifying and agreeing on one problem or area of student need.” (Nelson et al., 2010, p. 36) We will meet throughout the week and discuss what we did in class for our instructional practice, how we thought it went for each class, administer the common assessment, and see how our students did on these three standards and compare results.

The main goal of this project is to encourage students to break away from more traditional education. In these scenarios, the teacher is the center of the classroom and the students play a relatively small role in instruction. They simply sit, absorb information, and repeat it on summative assessments. Over the course of a school year, students end up going “a mile wide and an inch deep.” That is, they very rarely have the opportunity to dig deep into topics. Consequently, the information covered is often quickly forgotten. By putting students in charge of their education, I hope that students go “a mile deep and an inch wide.”

In the practice of teaching, it is the responsibility of a teacher not only to teach students subject matter, but to teach students in order to enable them to grow and develop as a person. While it is essential for students to have an understanding of academic material, it is also equally as important that when students finish their education they have skills to use in

The article states that the America has three step of education, which is primary, intermediate, and secondary grades to educate many students and provide three details. However, the lecturer explains that students need to be educated individually and refutes each of the author's reasons.

He describes a lesson focused on Newton’s laws of physics, and how his example failed to foster understanding among his students, but when he provided the opportunity for two students to co-teach the lesson, their classmates were able to better comprehend concepts from Emdin’s lesson almost entirely due to the relatable examples offered by the co-teachers, “instead of giving an example about marbles on a frictionless surface like I did, they use an example of someone riding a New York City subway, and what forces acted on the person’s body after someone pulled the emergency brake.” Allowing neoindigenous students to co-teach curriculum not only shows them that the teacher trusts them, but that their unique ways of obtaining and distributing knowledge is valued. Additionally, Emdin focuses on creating an environment of mutual trust in which students can express their complaints and frustrations with the way that they are taught, along with their own academic

It is my desire as a role model and teacher to help students by meeting them where they are at and reach their fullest potential by providing an environment that is safe, supports risk-taking, and invites ideas to be shared openly. It is my goal to teach students effective tools to gain a voice and be able to identify and understand other voices in this world. I believe the ideal curriculum is one which provides students with extensive individual freedom and requires them to ask their own questions, conduct their own inquiries, and draw on their own conclusions. My lessons and instruction will only be powerful if I have spent time establishing relationships and an effective behavior management system with my students. Also, by providing students access to hands-on activities and allowing adequate time and space to use materials that reinforce the lesson being studied, creates an opportunity for individual discovery and construction of knowledge to

My measurements of success are found in each and every student I teach. One of the most rewarding experiences I have had while student teaching, was watching a child’s face light up at the pivotal moment when they grasp a new concept or master a new skill. In fact, those “aha” moments are my motivators which feed my desire to look for better ways to ensure all students experience those same “aha” moments. As an effective teacher, I am determined and dedicatef to the continual process of researching, implementing, collecting and analyzing data to ensure I am improving upon the curriculum, instructional strategies, and assessment used in my classroom. Learning is a never-ending process. The better skilled I become as a teacher, the better the learning experience I can provide for my students. Therefore, the more I actively research, implement, and reflect, the greater the opportunity for giving my students the education they deserve and hopefully, the inspiration to pursue their own lifelong love of learning.