"The beauty of being able to teach English is that we can use literature to help promote empathy and overcome student division." -Steven Arthanases, David Christiano, and Elizabeth Lay
Teaching Subject Matter
One of the biggest goals as an educator, in general, is to capture the interest of students and make students want to engage in your subject. Students have been fed a lot of the same styles of lessons throughout their education, and as a new, innovative teacher, it is my job to find new ways to introduce the material to my students. I also believe that investment is essential in teaching subject matter. Students need to see value in what they are learning; they don't want to waste their time if they feel no connection to the lesson or if they feel it is of no use to them. One of the biggest and most common questions a teacher hears in the classroom is "why do I need to learn this?" Paulo Freire wrote, "reading does not consist merely of decoding the written word or language; rather it is preceded by and intertwined with knowledge of the world" (29). Students don't see it often at times, but there are so many ways that reading and writing in an English classroom can carry over outside of the classroom. Students need to see that reading and writing, and being exposed to literature can help them to think critically, creatively, and ethically about the world which surrounds them. I believe that every piece of instruction used in the classroom can be used outside of the classroom, and it is my job to convince students it can be.
Teaching Diverse Learners
As I mentioned in my philosophy, I believe it is important to understand as a teacher that each student carries a unique form of intelligence or gift to the classroom. Therefore, it is important to create lessons based upon the vast majority of diversity each student brings to the classroom. Not one student learns the same and a teacher needs to be mindful of that. In a sense, every student could be considered a “struggling” learner at one point in their education. There would be no point to school or education if every student knew all the material being taught. Just as there are so many different learners in the classroom, this means not every student learns or is motivated to learn the same way.
I also realize in teaching diverse learners, that a strong classroom community can only be formed on trust and respect among students.. David Elkind states, “Children must experience many different social interactions that allow them to differentiate their own feelings, desires, thoughts, and beliefs from those of other people.” (19). In past experiences in lessons, I have found discussions are one of the most essential factors in establishing a community amongst a class of diverse learners. Students want to talk about situations that have happened to them in the past. They want to feel connected to and cared for by their classmates. Carolyn Frank asserts, “I have to cultivate a diverse learning environment by giving my students opportunities to bring their life and community experiences into the classroom.” Therefore, it is my duty to use English to help broaden students’ horizons and ultimately help them gain new perspectives based on their classmates’ perspectives.
Assessment Practices and Professional Judgment
When it comes to assessing students, one of the most important things to remember when giving students feedback on their work is that it should always be positive. John Dewey wrote "when positive feedback is given, the emphasis then falls upon construction and giving out, rather than upon absorption and mere learning" (21). Students work hard on their assignments, and they don't see value in a bunch of red marks on their paper and zero constructive feedback. As teachers, we are not given this job to degrade students, but we are in-turn, there to instill confidence but also help them get better. No matter what a teacher thinks, there is always a way to give feedback that is both encouraging and constructive.
One thing I've been exposed to in my teaching experience thus far are formative assessments. These type of assessments show how students are doing overall with a lesson and where they need a little assistance; it is a great way to see where students are at during the learning process. Formative assessments gives students the opportunity to show where they are in the learning process and if more instruction might be needed from the teacher's standpoint. One effective way to use a formative assessment in the classroom, is to use exit tickets. Having students simply write one important piece they learned from the lesson or having them summarize a certain part that might be important to remember, helps the teacher to grasp which students are on board, and which students need a little more scaffolding.
One of the biggest goals as an educator, in general, is to capture the interest of students and make students want to engage in your subject. Students have been fed a lot of the same styles of lessons throughout their education, and as a new, innovative teacher, it is my job to find new ways to introduce the material to my students. I also believe that investment is essential in teaching subject matter. Students need to see value in what they are learning; they don't want to waste their time if they feel no connection to the lesson or if they feel it is of no use to them. One of the biggest and most common questions a teacher hears in the classroom is "why do I need to learn this?" Paulo Freire wrote, "reading does not consist merely of decoding the written word or language; rather it is preceded by and intertwined with knowledge of the world" (29). Students don't see it often at times, but there are so many ways that reading and writing in an English classroom can carry over outside of the classroom. Students need to see that reading and writing, and being exposed to literature can help them to think critically, creatively, and ethically about the world which surrounds them. I believe that every piece of instruction used in the classroom can be used outside of the classroom, and it is my job to convince students it can be.
Teaching Diverse Learners
As I mentioned in my philosophy, I believe it is important to understand as a teacher that each student carries a unique form of intelligence or gift to the classroom. Therefore, it is important to create lessons based upon the vast majority of diversity each student brings to the classroom. Not one student learns the same and a teacher needs to be mindful of that. In a sense, every student could be considered a “struggling” learner at one point in their education. There would be no point to school or education if every student knew all the material being taught. Just as there are so many different learners in the classroom, this means not every student learns or is motivated to learn the same way.
I also realize in teaching diverse learners, that a strong classroom community can only be formed on trust and respect among students.. David Elkind states, “Children must experience many different social interactions that allow them to differentiate their own feelings, desires, thoughts, and beliefs from those of other people.” (19). In past experiences in lessons, I have found discussions are one of the most essential factors in establishing a community amongst a class of diverse learners. Students want to talk about situations that have happened to them in the past. They want to feel connected to and cared for by their classmates. Carolyn Frank asserts, “I have to cultivate a diverse learning environment by giving my students opportunities to bring their life and community experiences into the classroom.” Therefore, it is my duty to use English to help broaden students’ horizons and ultimately help them gain new perspectives based on their classmates’ perspectives.
Assessment Practices and Professional Judgment
When it comes to assessing students, one of the most important things to remember when giving students feedback on their work is that it should always be positive. John Dewey wrote "when positive feedback is given, the emphasis then falls upon construction and giving out, rather than upon absorption and mere learning" (21). Students work hard on their assignments, and they don't see value in a bunch of red marks on their paper and zero constructive feedback. As teachers, we are not given this job to degrade students, but we are in-turn, there to instill confidence but also help them get better. No matter what a teacher thinks, there is always a way to give feedback that is both encouraging and constructive.
One thing I've been exposed to in my teaching experience thus far are formative assessments. These type of assessments show how students are doing overall with a lesson and where they need a little assistance; it is a great way to see where students are at during the learning process. Formative assessments gives students the opportunity to show where they are in the learning process and if more instruction might be needed from the teacher's standpoint. One effective way to use a formative assessment in the classroom, is to use exit tickets. Having students simply write one important piece they learned from the lesson or having them summarize a certain part that might be important to remember, helps the teacher to grasp which students are on board, and which students need a little more scaffolding.
Structured Learning Environments
Jim Fay and David Funk stated, “Human beings will perform for the person they love. If a person loves himself, he will do it for himself. If he does not have the high self-esteem or belief in himself, he will have to do it for someone else until the time comes that he does love himself.” Just as I mentioned in my teaching philosophy, students are like a garden; they first start out as seeds waiting to see how they are cared for. The first step in fostering students’ growth in education is to make them psychologically willing to learn new information. This must first be done by meeting a student’s basic human needs; this being a sense of security, safety, a feeling of connectedness, and characteristics that help influence self-esteem. Students need to first feel comfortable in their learning environment, while at the same time they must feel they can personally connect with the lessons and objectives they are required to meet. A student cannot do this unless the teacher creates a classroom that meets these needs.
Students love to discuss, at least I have discovered that in my practicum and student teaching experiences. They want to tell their life story and want to be able to connect to a lesson. In order for students to trust one another in their classroom, the teacher must make sure the English classroom is safe and open to respectful discussion. In order to make the classroom display such characteristics, the more discussion the better. Discussion about each student’s unique experience is key to understanding each others cultures and creating a more trusting environment. Each student brings to the table different languages, family traditions, morals, memories, etc. It is my job to honor these various perspectives by utilizing discussion to create a safe learning environment for all of my students. By respecting their different and unique perspectives I believe this is one of the most essential factors that contributes to creating a comfortable learning environment.
Growing Professional Knowledge
One beauty of being a teacher is that I am constantly able to grow as an educator and will constantly be learning new things. As a teacher, it is imperative that we are constantly looking for new ways to adjust our teaching practices and to fit the learning styles of students. Sometimes, teachers will become fixated on teaching their subject a certain way and will never get out of that routine. Learning is fascinating, and as an educator, I think it is exciting to be able to constantly grow in my professional knowledge in order to deliver the best lessons possible, and in order to get students excited about coming to English class.
One of the best things about being in the English Education Cohort at UNL, is that I am fortunate to be among a group of about 20 members who create new and innovative lessons that I would've never dreamed of inventing/designing. The same goes for the cooperating teachers I've worked alongside in my practicum and student teaching experience. I believe that collaboration and collective idea building is a great way to grow as a professional and be successful in the teaching career. I have gained so much by simply observing other teachers to see how other teacher approach various pieces of a curriculum.
Jim Fay and David Funk stated, “Human beings will perform for the person they love. If a person loves himself, he will do it for himself. If he does not have the high self-esteem or belief in himself, he will have to do it for someone else until the time comes that he does love himself.” Just as I mentioned in my teaching philosophy, students are like a garden; they first start out as seeds waiting to see how they are cared for. The first step in fostering students’ growth in education is to make them psychologically willing to learn new information. This must first be done by meeting a student’s basic human needs; this being a sense of security, safety, a feeling of connectedness, and characteristics that help influence self-esteem. Students need to first feel comfortable in their learning environment, while at the same time they must feel they can personally connect with the lessons and objectives they are required to meet. A student cannot do this unless the teacher creates a classroom that meets these needs.
Students love to discuss, at least I have discovered that in my practicum and student teaching experiences. They want to tell their life story and want to be able to connect to a lesson. In order for students to trust one another in their classroom, the teacher must make sure the English classroom is safe and open to respectful discussion. In order to make the classroom display such characteristics, the more discussion the better. Discussion about each student’s unique experience is key to understanding each others cultures and creating a more trusting environment. Each student brings to the table different languages, family traditions, morals, memories, etc. It is my job to honor these various perspectives by utilizing discussion to create a safe learning environment for all of my students. By respecting their different and unique perspectives I believe this is one of the most essential factors that contributes to creating a comfortable learning environment.
Growing Professional Knowledge
One beauty of being a teacher is that I am constantly able to grow as an educator and will constantly be learning new things. As a teacher, it is imperative that we are constantly looking for new ways to adjust our teaching practices and to fit the learning styles of students. Sometimes, teachers will become fixated on teaching their subject a certain way and will never get out of that routine. Learning is fascinating, and as an educator, I think it is exciting to be able to constantly grow in my professional knowledge in order to deliver the best lessons possible, and in order to get students excited about coming to English class.
One of the best things about being in the English Education Cohort at UNL, is that I am fortunate to be among a group of about 20 members who create new and innovative lessons that I would've never dreamed of inventing/designing. The same goes for the cooperating teachers I've worked alongside in my practicum and student teaching experience. I believe that collaboration and collective idea building is a great way to grow as a professional and be successful in the teaching career. I have gained so much by simply observing other teachers to see how other teacher approach various pieces of a curriculum.