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Task 1.2 teaching philosophy
Over the past years I have encountered a plethora of educators with a myriad approaches to teaching that they have adapted. Most notably, whereas the strict ones with authoritarian lens to teaching to the learning environment. The aforementioned approach may be necessary to control noise levels and maintain a calm yet suppressed learning environment. However an argument can be made that it strips learners form forming real human connections with their peers and subsequently with their teachers. To further expand on that point, an authoritarian style garners an environment that is synonymous with teacher-centred learning whereby the teacher does the talk and chalk method. Furthermore, learners are viewed as sponges who need to be passive and absorb whatever their teacher says. On the contrary, would be that of an egalitarian type teacher. In which the educator would allow more freedom in terms of learner interaction and engagement with one another. The type of teaching is congruent with one of Dr Jordan Peterson famous 12 rules to life
rule. “Assume That The Person You Are Listening To Might Know Something You Don’t’’ (Peterson, 2018). The previously mentioned rule encapsulates what type of ethos you need to develop in the classroom. Because learners are not empty vessels they all come from different cultures and background, their experiences are valid and necessary to be a great teacher and learner. The disparity between the 2 previously mentioned teaching approaches is uncanny. An argument can be made for the amalgamation of the 2 approaches...
Over the past years I have encountered a plethora of educators with a myriad approaches to teaching that they have adapted. Most notably, whereas the strict ones with authoritarian lens to teaching to the learning environment. The aforementioned approach may be necessary to control noise levels and maintain a calm yet suppressed learning environment. However an argument can be made that it strips learners form forming real human connections with their peers and subsequently with their teachers. To further expand on that point, an authoritarian style garners an environment that is synonymous with teacher-centred learning whereby the teacher does the talk and chalk method. Furthermore, learners are viewed as sponges who need to be passive and absorb whatever their teacher says. On the contrary, would be that of an egalitarian type teacher. In which the educator would allow more freedom in terms of learner interaction and engagement with one another. The type of teaching is congruent with one of Dr Jordan Peterson famous 12 rules to life
rule. “Assume That The Person You Are Listening To Might Know Something You Don’t’’ (Peterson, 2018). The previously mentioned rule encapsulates what type of ethos you need to develop in the classroom. Because learners are not empty vessels they all come from different cultures and background, their experiences are valid and necessary to be a great teacher and learner. The disparity between the 2 previously mentioned teaching approaches is uncanny. An argument can be made for the amalgamation of the 2 approaches...
There is a view that teachers should wear various hats in the classroom. Essentially it symbolises the different roles a teacher needs to fulfil. For instance a hat for an empath, mediator, role model and parental figure to name a few. In light of this, educators should be malleable in the approach they adopt. Finding the correct disciplinarian (authoritarian) to egalitarian ratio is the key in building a symbiotic relationship with the students. It is often thought that being too extreme on either is not the best, but rather maintain a liminal space. In terms of how learners learn according to the literature of Howard Gardener theory of multiple intelligences who posits that each individual has the proclivity to be more competent, musically, numerically to name a few (Northern Illinois University, 2020). That said an educator needs to consider these theory’s when designing or delivering lessons. Also considerations need to made knowing that all learners do not learn the same.
All in all, my teaching philosophy, is a culmination of the various types of teachers I have observed over the year in my teaching practice as well as my former hear as a pupil. In addition, the various literature also shaped my teaching approach. That said, it allowed a more objective view on how to teach and best practices to follow.
References
Northern Illinois University, 2020. Howard Gardner's Theory of Multiple Intelligences. [Online] Available at: https://www.niu.edu/citl/resources/guide [Accessed 21 April 2022].
Peterson, J., 2018. 12 RULES FOR LIFE AN ANTITODE TO CHAOS. 1st ed. Canada: Random House Canada.
All in all, my teaching philosophy, is a culmination of the various types of teachers I have observed over the year in my teaching practice as well as my former hear as a pupil. In addition, the various literature also shaped my teaching approach. That said, it allowed a more objective view on how to teach and best practices to follow.
References
Northern Illinois University, 2020. Howard Gardner's Theory of Multiple Intelligences. [Online] Available at: https://www.niu.edu/citl/resources/guide [Accessed 21 April 2022].
Peterson, J., 2018. 12 RULES FOR LIFE AN ANTITODE TO CHAOS. 1st ed. Canada: Random House Canada.
Task 1.3- classroom management tool
The idea behind this classroom management tool is to manage behaviour, efficiency and overall healthy classroom ethos. Learners will be awarded on their chart after each day. As soon as the learner fills his/her chart they may roll a dice on the rewards board. Learners can either get perks such as being allowed to chew bubble-gum for the day or if they land on coupons they will be able to use those coupons by exchanging it for a sweet, lollipop etc. learners may roll on a book reward as well. So it can also benefit them as it gives them motivation to read. The book selection would be fun and suitable such as diary of a wimpy kid and the chronicles of Narnia.
However learners need to have to complete at least 5 out of their 7 objectives each day in order to qualify for a dice roll at the end of the week. That said learners who do not behave or are disruptive during class time, need to rub of their stars giving for merits received during their day.
During my teaching experience, prior to the implementation of the reward system learners would sometimes misbehave or become loud during fun lessons. This was a consequence of having the title of student teacher. In addition, one had to be reserved in terms of the context of the classroom with the mentor teacher present. The classroom management style that their teacher used worked for her and was different to how I would mediate behaviour. That said once the classroom management tool was implemented learners were hyper focused and behaved in a pleasant manner that was conducive to learning. Learners who don’t normally interact in the classroom were engaged and answering questions. Once I should learners the possible rewards they were ecstatic. Overall the implementation of the tool made lesson’s more meaningful once learners were incentivised by reward. An element of play was added to their normally serious classroom setting. The literature I have researched speaks highly of gamification and play. According to, Nilsson and Ferholt (2014) who mentions how Vygotsky compares play to reality, he states that it not like for like. In reality children are not governed by meaning. Rather, their actions are impulsive. However, during play children decisions and actions are incentivised as it allows them to be successful. To put simply, in the context of a classroom or everyday life children view their task or objectives as tedious. Whereas in the context of play following of rules leads to a greater reward. An inference can be made that by bring play elements into the classroom it amalgamates the joy of play and learning as one. On the contrary, the drawbacks of using reward classroom management tool is that learner’s intention might be geared towards the reward and not to the learning. That said, whichever classroom management tool used will have its flaws.
During my teaching experience, prior to the implementation of the reward system learners would sometimes misbehave or become loud during fun lessons. This was a consequence of having the title of student teacher. In addition, one had to be reserved in terms of the context of the classroom with the mentor teacher present. The classroom management style that their teacher used worked for her and was different to how I would mediate behaviour. That said once the classroom management tool was implemented learners were hyper focused and behaved in a pleasant manner that was conducive to learning. Learners who don’t normally interact in the classroom were engaged and answering questions. Once I should learners the possible rewards they were ecstatic. Overall the implementation of the tool made lesson’s more meaningful once learners were incentivised by reward. An element of play was added to their normally serious classroom setting. The literature I have researched speaks highly of gamification and play. According to, Nilsson and Ferholt (2014) who mentions how Vygotsky compares play to reality, he states that it not like for like. In reality children are not governed by meaning. Rather, their actions are impulsive. However, during play children decisions and actions are incentivised as it allows them to be successful. To put simply, in the context of a classroom or everyday life children view their task or objectives as tedious. Whereas in the context of play following of rules leads to a greater reward. An inference can be made that by bring play elements into the classroom it amalgamates the joy of play and learning as one. On the contrary, the drawbacks of using reward classroom management tool is that learner’s intention might be geared towards the reward and not to the learning. That said, whichever classroom management tool used will have its flaws.