Teaching Statement
We were all created differently and everyone has the own destination for life’s course and classrooms should reflect this. We can’t all be doctors and lawyers, someone has to teach, manage the department stores, and someone else has to keep the streets clean. Although my teaching philosophy will never be centered on existentialism, it is a key component in my beliefs and values. I have already failed as a teacher if I refuse to instill creativity, individuality, and self-discovery in each and every student. It is imperative that everyone in life embrace the strengths and weaknesses and even more important, implement the strengths and talents beyond the classroom for the greater good of humanity. Because so many adults and educators have missed the essential theme, society as a whole has suffered. Teaching is a lifelong learning process of learning about new philosophies and new strategies, learning from the parents and community, learning from colleagues, and especially learning from the children. It’s important to teach children with the philosophies and practices that you believe strongly in. According to several assessments my teaching philosophy is more Progressivism and Social Reconstructionism, however, I feel as though I’m a blend of the five major teaching philosophies. My main goal as a teacher would be to instill knowledge, information, and skill into the student. Although this sounds much like the banking model of education, I believe that I too will be a student. It is important for educators to know that students have knowledge and information as well. Successful teachers are always willing to be students first, allowing themselves to be taught by their pupils.
Teaching subject & philosophy: How learning occurs & the teacher’s role in the learning process
The Banking Model of Education is very limited and unfortunately it was my experience from kindergarten through college. Sadly, I don’t have any teacher that stood out, I honestly can’t think of the names of any teacher that I have encountered from grades K-12. Why is that? Critical Pedagogy has taught me that it’s because I never made a connection with my teachers. I have never had the opportunity to be the teacher. Throughout my academic years, the knowledge that I possessed prior to entering the classroom was never shared or valid enough to be shared classroom and that’s the problem. Too often educators feel as if they have all of the answers and that students must pry into their heads in order to become smart. Critical Pedagogy teaches us that this is far from the truth. After reading this text I realized that we never fully know because learning is constant. We should always be learning, relearning, and unlearning. The world around us literally changes daily and we have the power to change our world as well. Because of this, it is imperative that we unlearn the philosophies, beliefs, and assumptions that we have accrued over our life time. Reexamining what you know is crucial for change. The idea Critical Pedagogy is vital in the classroom. A formal or visible curriculum arranges experiences so the intended outcomes are reached. Invisible curriculums are the powerful curricular lessons taught in school that are not to be found in the formal curriculum. These lessons, often unseen or unnoticeable are quite impacting. Invisible curriculums consists of two parts, implicit and null curriculums. Critical Pedagogy prompts us to challenge our students to ask, whose standards are these? Whose culture? Whose history? Many of our students (and teachers) will be from lower socioeconomic statuses. This is significant for the reason that society dominates this group. The domination of one group over another is termed hegemony and can be traced back to Italian social theorist Gramsci. It is crucial for educators to show their kids that they must also learn, relearn and unlearn. They must always question societal structures and they can never stop being suspicious. It is important we all understand that just when you think you know, you must unlearn, reexamine, and relearn. Saying this reminds of the quote by Joan Wink, “even if/ when there are structures of society which work to bureaucratize the minds, there is always the possibility for to be saved”.
Teaching with Technology
Technology is a very important tool in any classroom, but in a science class it’s transformative! As an educator, it is important for me to use technology as an instrument for engagement and not necessarily the engagement itself. There are several ways in which technology can be incorporated in a science classroom.
In many urban areas technology is not easily accessible, yet it is imperative for technology to be incorporated into science curricula. In schools where there is limited access labs, microscopes, and other science equipment, software such as Digital Frog International can provide a great substitute for actual labs and dissections. This technology specializes in frog dissections and world ecosystems. Digital Frog prevents safety hazards that are associated with real dissections as well allow students to virtually travel different biomes and learn about many habitats. Even if labs are attainable within the school, this could be a great tool to accompany any anatomy lab. Another technology tool for science education is Labster. This software allows students to complete labs that are too expensive or hazardous. Students can also perform these labs at their own pace, correct mistakes, as well as make predictions and analyze data. There are infinite tools that can be implemented by science teacher in order to ignite engagement. What is most important is that these technologies are supplemental to instruction and not the instruction itself.
Sparking awareness and creativity while integrating technology IS the challenge we will face as we become educators. Making sure that each student uses imaginative thinking and real world application of the knowledge achieved is my sole goal in education and because I am also the student, it is the solitary goal in my own life as well.
Teaching subject & philosophy: How learning occurs & the teacher’s role in the learning process
The Banking Model of Education is very limited and unfortunately it was my experience from kindergarten through college. Sadly, I don’t have any teacher that stood out, I honestly can’t think of the names of any teacher that I have encountered from grades K-12. Why is that? Critical Pedagogy has taught me that it’s because I never made a connection with my teachers. I have never had the opportunity to be the teacher. Throughout my academic years, the knowledge that I possessed prior to entering the classroom was never shared or valid enough to be shared classroom and that’s the problem. Too often educators feel as if they have all of the answers and that students must pry into their heads in order to become smart. Critical Pedagogy teaches us that this is far from the truth. After reading this text I realized that we never fully know because learning is constant. We should always be learning, relearning, and unlearning. The world around us literally changes daily and we have the power to change our world as well. Because of this, it is imperative that we unlearn the philosophies, beliefs, and assumptions that we have accrued over our life time. Reexamining what you know is crucial for change. The idea Critical Pedagogy is vital in the classroom. A formal or visible curriculum arranges experiences so the intended outcomes are reached. Invisible curriculums are the powerful curricular lessons taught in school that are not to be found in the formal curriculum. These lessons, often unseen or unnoticeable are quite impacting. Invisible curriculums consists of two parts, implicit and null curriculums. Critical Pedagogy prompts us to challenge our students to ask, whose standards are these? Whose culture? Whose history? Many of our students (and teachers) will be from lower socioeconomic statuses. This is significant for the reason that society dominates this group. The domination of one group over another is termed hegemony and can be traced back to Italian social theorist Gramsci. It is crucial for educators to show their kids that they must also learn, relearn and unlearn. They must always question societal structures and they can never stop being suspicious. It is important we all understand that just when you think you know, you must unlearn, reexamine, and relearn. Saying this reminds of the quote by Joan Wink, “even if/ when there are structures of society which work to bureaucratize the minds, there is always the possibility for to be saved”.
Teaching with Technology
Technology is a very important tool in any classroom, but in a science class it’s transformative! As an educator, it is important for me to use technology as an instrument for engagement and not necessarily the engagement itself. There are several ways in which technology can be incorporated in a science classroom.
In many urban areas technology is not easily accessible, yet it is imperative for technology to be incorporated into science curricula. In schools where there is limited access labs, microscopes, and other science equipment, software such as Digital Frog International can provide a great substitute for actual labs and dissections. This technology specializes in frog dissections and world ecosystems. Digital Frog prevents safety hazards that are associated with real dissections as well allow students to virtually travel different biomes and learn about many habitats. Even if labs are attainable within the school, this could be a great tool to accompany any anatomy lab. Another technology tool for science education is Labster. This software allows students to complete labs that are too expensive or hazardous. Students can also perform these labs at their own pace, correct mistakes, as well as make predictions and analyze data. There are infinite tools that can be implemented by science teacher in order to ignite engagement. What is most important is that these technologies are supplemental to instruction and not the instruction itself.
Sparking awareness and creativity while integrating technology IS the challenge we will face as we become educators. Making sure that each student uses imaginative thinking and real world application of the knowledge achieved is my sole goal in education and because I am also the student, it is the solitary goal in my own life as well.