powerpoint presentation

What is your philosophy of education? 

My philosophy for education is to ensure my students grow to their full potential. I believe this can be fully achieved through encouragement of developing their own personal goals, and at the same time, providing essential guidance for their development(Burnet, 2010).  This personal goal is bound to be of benefit to the entire classroom, and at the same time, ensure that diversity is improved in the short run. 

What are the theoretical underpinnings of that philosophy? 

Allowing students to personally develop their potential s have a specific underpinning the greatest theoretical set back of this philosophy is the inability to provide absolute assessments where needed. As a tutor, one may lose the personal touch with students which are not a good aspect of development whatsoever. 

What does your philosophy look like at the school site and in the classroom? 

My philosophy works perfectly both at the school site and in the classroom. It is however, more efficient in the classroom, where dealing with a smaller number of students results into effectiveness and ease in monitoring. These aspects in the long run, help in individual development for all pupils and a sense of fulfillment for the teacher. I would encourage the use of personal motivation and external support for self-drive and efficiency purposes.

 

References

Burnett, P. C., & Mandel, V. (2010). Praise and feedback in the primary classroom: Teachers'​and students' perspectives. Australian Journal Of Educational & Developmental​Psychology, 10145-154.

Dev, P. C. (1997). Intrinsic motivation and academic achievement: What does their relationship​imply for the classroom teacher? Remedial and Special Education, 18(1), 12-19.

What Should An Education Entail?

Right education should entail both nature and experience of social and personal development towards a living that is worthwhile. To should also provide abundant opportunities for one to acquire quickly and discover a culture that is worthwhile. Right education should as well enable individuals to develop valuable survival skills for this resource depleted, chaotic, warming and angry world (White, & White, 2000).

Education should mean that young people can learn how to relate peacefully with others and with mutual respect. Skills of reading, writing, thinking and speaking are taught here. This should enable them to develop their talents for creativity.

What Should Be The Aim Of Education?

Preparing Students for Career and Life

The purpose of education is preparing students for what they will be doing future and general situations of life.

Motivating Students for Choice of Career

Despite the fact that schools do not drive social skills of a student, it helps them to be ready to face the real world. This is achieved through skills such as typing and English skills. Education thus teaches students how to think and how to improve their minds so as to think for themselves rather than loading their memory with other men’s thoughts (Reiss, & White, 2013).

What Is The Role Of Public Education?

The purpose of public education is preparing people to become citizens who are responsible, improving social conditions, promoting cultural unity, helping people become self-sufficient economically and enhancing individual happiness and enriching personal lives (White, & White, 2000).

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Who Decides What The Curriculum Should Be?

Scholl curriculum is determined by the government through the ministry of education. The curriculum is designed by ideologues and then policed by bureaucrats. This has led many teachers feeling of being demotivated and demoralized. It has also played a great place of knowledge. Radical changes should be put in place (Reiss, & White, 2013).

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References

White, E. G. H., & White, E. G. H. (2000). True education: Adaptation of Education by Ellen G.      White. Nampa, Idaho: Pacific Press Pub. Association.

Reiss, M. J., & White, J. (2013). An aims-based curriculum: The significance of human       flourishing for schools.

Uses and limitations of bloom taxonomy

             The bloom’s taxonomy contains various domains which are used in learning. The taxonomy has various uses, advantages and demerits. For its benefits, the method of learning helps teaches to the organization the objectives of the studies hence they can teach their students effectively. The students are also able to comprehend the learning process, and they can recall what they are taught. The taxonomy contains useful strategies like analysis which are very essential in problem-solving (Anderson, Bloom, 2014). On the negative side, when teachers follow this taxonomy too strictly, they might be misguided in their operations.

Instructional goal

 An instructional goal is a statement in which the teacher explains to the students what they are supposed and expected to do after learning a particular unit. The instructional goal is supposed to be clear and easily understandable.

Objective

An objective is a specific result that is expected to be achieved by going through an individual unit or after certain activities. Objectives are mostly connected to goals of an exercise.

How goals and objectives drive instructions

Aims and objectives drive instructions in that the instructions are given in a manner that that they will achieve the goal or purpose (Marzano, Pickering, Pollock, 2001). Instructions should be focused on attaining a goal.

Determining goals and objectives

A teacher should determine objectives concerning what they are teaching or the expected outcomes from the learning activities. The content of the unit being taught defines what the goal of the units are. The teachers should also consider the level of understanding of the children in order to ensure that every student is able to grasp the content of the unit.

Politics and goal setting in classrooms

The political environment affects the setting of objectives and goals in classroom since the political environment also makes education decisions. Politicians will always talk about what is best for the children and the way children should be taught. This is done to ensure the best education outcome at the local, state or international levels.

References

Anderson, L. & Bloom, B. (2014). A taxonomy for learning, teaching, and assessing: a revision of Bloom's. Essex: Pearson.

Marzano, R., Pickering, D. & Pollock, J. (2001). Classroom instruction that works: research-based strategies for increasing student achievement. Alexandria, Va: Association for Supervision and Curriculum Development.

Curriculum and Ideology

Ideology is defined as a broad interlocked set of beliefs and ideas about the universe held by a group of persons that they present in both conversation and behavior to various audiences (Zizek, 2012). These schemes of beliefs are often seen as “the way things really are” by people holding them, and they end up taken-for-granted ways of making sense to the world. Schools don’t controls people, but they rather help control meaning.

Since they distribute and preserve what is comprehended to be legitimate knowledge, thus the knowledge that everyone must have, schools consult cultural legitimate on the knowledge of particular groups. Therefore, for the ability of a given group to make its cognition into “knowledge for all”, it must be related to the group’s power in the larger economic and political arena. Culture and power, then, need to be ascertained, not just as statistics entities with no link to each other, but as attributes of relations that exist in the society. They are logical arguments that are interlaced so that economic control and power is interconnected with cultural control and power.

Individual personality differ widely in regard to traits such as ability to relate to others, acceptance, autonomy, flexibility, value consistency, and tolerance before frustration (Ozer & Benet-Martínez, 2006). Those who stand high on these and kin traits, see reality more discriminately; those who are categorized as having low personality view it more mistakenly and even distortedly. And since curriculum is the main element in the education process, its scope is extremely broad and involves everyone who is engaged in learning or teaching.

Politics and ideology are tools for building societies in pursuit of a preset pattern of moral excellence where man is a moral agent (Davis & Greenstein, 2009). The approach is tacit and is opposed to the critical assessment of preferred patterns of behavior and belief. Therefore, education is considered as moral generation and the ideology concentrates on the original aim of the existing institutions and traditions, putting emphasis on a return to the past as a rectification reorientation, which facilitates teachers’ work in delivering services to students.

References

Davis, S. N., & Greenstein, T. N. (2009). Gender Ideology: Components, Predictors, and Consequences. Annual Review of Sociology, 35(1), 87-105.

Ozer, D. J., & Benet-Martínez, V. (2006). Personality and the Prediction of Consequential Outcomes. Annual review of psychology, 57, 401-21.

Zizek, S. (2012). Introduction: The Spectre of Ideology. Mapping Ideology, 1-33.

Curriculum refers to ways and materials with which students will interact for the purpose of achieving identified educational outcomes. The curriculum can involve organized experienced rather than planned experienced because any event must flow on its own accord, the outcome is not being beforehand. Besides, the curriculum can include students by being explicit. This means that it should apparent or obvious to students. It should include the subjects that will be taught, identified mission, and the knowledge and skills that the school expects the student to acquire.

Teachers and school leaders can pursue both rigor and inclusiveness in the curriculum by seeking to encourage deeper thought among students with a greater emphasis on persuasion and analysis. In a rigorous learning environment, teachers and leaders should exhibit a greater concern for conceptual and quality thinking rather than quantity and memorization because it is the quality of thinking capacity, and not the quantity, which conceptualizes rigorous learning. They can achieve this by clearly defining rigor and exploring how the component of rigor impact students in their learning. After that, teachers and leaders can then develop ways to use rigor to differentiate instruction by eliciting higher responses and generating students’ responsibility and autonomy for continuous learning.

Politics, ideology, and other realities affect the aim of the inclusive and rigorous curriculum in different ways. Politics, ideology, socio-political, and culture gives learners different perception and behaviors towards a given discipline. Relevant learning is trans-disciplinary and it links real-world contexts and student’s interests through current issues service learning, authentic problems, and learning from others. Rigor curriculum and inclusiveness aims can therefore be affected due these interactions.

 

References

Ebert II, Edward S., Michael L. Bentley, and Christine Ebert. 2016. "Curriculum Definition | Education.Com". Education.Com. http://www.education.com/reference/article/curriculum-definition/.

Kingore, Bertie. 2016. "Differentiating Instruction". Bertiekingore.Com. http://www.bertiekingore.com/rigor.htm.