What Specific Theory Or Big Idea That You Studied During Your M.ed
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M.Ed Final Exam
October 14, 2014
What specific theory or big idea that you studied during your M.Ed. program will you take with you to your future career? How has this program changed the way you think about education and the application of research and theory in the classroom? Would you recommend a Master’s program in Education and what benefits do you believe it offers students? What was your “ah ha” moment during your Master’s course work and how did it impact your work and understanding?
As I walk through the doors of the school in which I teach, there is a poster with a quote framed and hanging proudly on the wall for all teachers to see as if it were a monument. “If a child can’t learn the way…show more content… It was then I realized how imperative a great teacher such as this was. My teacher truly encouraged me and boosted my confidence, thus my inspiration for myself doing the same for my own students.
Over the course of my time devoted to receiving my degree there has been several aspects of education that I feel left an imprint of my philosophy of education, and two in particular that will remain within my teaching for years to come. One overall aspect that I will implement in the future is one of analyzing my own teaching behavior in order to create a learning environment in which my students can grow and learn within. Some behaviors that a great teacher should possess should include positive reinforcement. “Positive reinforcement is a very powerful and effective tool to help mold and change behavior. It works by praising and rewarding desired behavior, which then makes the behavior more likely to happen in the future” (Teaching: Positive vs Negative Reinforcement, 2012) While my own classroom, I have found that this technique, while quite simple, is an imperative operating tool in which we can see students listen, understand, and maintain overall behaviors that result in a successful learning outcome. “Following intervention, children’s inappropriate behavior, decreased to below baseline levels in all six classrooms. Intervention fidelity in all six