Philosophy of Education

I have been reading on critical learning versus simply rote memorization heavily this year. It seems like such a clear and logical concept that it is more important for students to know the symbolism behind suzies red dress and what that means in a story rather than simply knowing her dress was red. Having students regurgitate the bare facts of a piece with little to know consideration for how the authors choices impact a story— and therefore what they are saying about the larger world— does not create better thinkers. This comes back to whether a simple test is valued or the type of students we are shaping for the world is what is of importance. 

In this article, this concept was approached slightly differently. Rather than comparing the effects of multiple choice tests with ones that encourage critical thinking, the author discussed how this effects a student’s relationship with the world. If students are taught to recognize the very basic facts in their readings and do not pay attention to what an author is truly saying, they begin to look at the world in superficial terms and do not think critically in any other aspect of life either. 

With this, the author also discusses educator’s possibility to teach in an oppressive manner. When an instructor creates a classroom culture where they know all and are to relay information to an ignorant student body and have this be the summation of a lesson, so much is lost. It is crucial for instructors to understand that they too are still learning and that what each student brings into the classroom is of significance. 

Assessing Student Learning

Assessing students can be done in a myriad of ways, most having merit. The way we assess our students should depend upon who our students are and the unit we are assessing, as these are the two major factors affecting what is learned. 

This article emphasized the importance of giving feedback BEFORE assessing students. Students should peer edit one another as a way to give them thorough feedback. As a teacher, I may not have time to really go through each rough draft as thoroughly as I would like, so peer editing is a good way to get by that. 

Also helpful, was how was grade papers. The way assessment is worded is crucial and although I knew this, I didn’t really have a way of knowing how to properly word feedback. Having an example of this is massively helpful. 

California State Universities Expository Reading and Writing Course Assignment Template

With every new text I show the students in my placement classroom, there is a great deal of preparation before we actually begin reading. I am at a low income school where homework is not realistically expected to be done, so nearly everything that we do takes place in the classroom. There level of preparation is dependent upon the grade and literature. Many textbooks give some background information before stories, but it is not always as much as I would like to give the students and with other books, I must supply all preparation myself.
This template gives information on why providing background information before reading is important. By preparing students for a text, we allow them to explore their own connections and biases to the material and gives teachers an opportunity to make the purpose of the reading clear. I think these are both paramount; when students have an opportunity to form a relationship with a text, they are more likely to find some investment in it and be more likely to learn. The second aspect of providing purpose is also crucial to students caring about material. It needs to be clear what the objectives are. How can a student learn an objective if they do not know they are supposed to be? Teaching with intention is necessary and this an aspect of achieving that.

The Common Core: How Effective is it?

The Common Core State Standards present issues simply by existing. The CCSS have been adopted by the majority of states yet are still debated each day. 

I believe that the standards, as they are, are definitely helpful when it comes to putting together curriculum. Knowing what objective I am aiming for each day has been largely beneficial in creating meaningful lesson plans in my own practicum placement. I believe common core is a useful tool, but I do not feel that it should be as largely focused on as it is. 

Although the CCSS is helpful is finding a focal objective for a unit, there are many areas wherein it lacks. 

CCSS is helpful is in focusing a lesson, but not in constructing it. I may be told that 10th graders must be able to cite strong in a paper but am not instructed on how to do so. For more veterans teachers, this flexibility is good and allows for multiple ways to instruct. As a new teacher, however, I am left with strict objectives and no way to achieve them. This is an overwhelming prospect. An end goal without a path is terrifying. To add to this, there is no clear way for me to show the state that my students have reached the goals set for them aside from state testing. Testing effective at showing where a student is but only at the very end of the year. Even when a teacher creates an effective way to teach students to an objective, this is really only effective for students with typical needs. Students who are especially bright run through objectives much more quickly and those with more needs are left behind. The CCSS does not address students with behavioral and cognitive deficiencies. I do recognize that there are other resources accessible to teachers for how to handle a myriad of students, but with the over emphasis on Common Core, it is often daunting to stray away to any other resources. 

Discussion as a Way of Teaching: Response

All teachers must find different ways to present information to students and encourage further understanding. As a future teacher of English, discussion based learning will be a primary method of doing so. That being said, there are definite dos and don'ts to leading a class discussion. The first three tips given in the beginning of the article deal with considering what types of discussions do and do not work for students and the reason behind this. This makes me want to start each school year by having my students write down their own experiences so I know where we are all starting.
The author also brings up having a code of conduct before beginning discussions. I believe this is key to creating a good, solid, and focused environment. There will be several controversial topics approached in our classroom and although there will be some ground rules laid by me, it will be beneficial to know specifically what my student's boundaries are.
Lastly, the case study done in a graduate program was largely insightful. It showed, through example, many of the issues that arise in discussions. Many of these problems I am already seeing seeing this with my own students. At times they are reluctant to speak-- which was not an issue for the graduate students-- but the main problems was speaking too much on the wrong topics. So many students strayed away from the central question an became speaking about quite personal issues. This raises for me how much personality I will allow in the classroom. Personal reference is beneficial and allows students to connect with the material they are toying with, but discussions need to be rooted in their chosen topics.