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I view education holistically. Students are developing their character and their values in addition to facts and figures. Language learning is a critical component of character development because language mastery enhances cross-cultural communication. A fellow teacher offers a powerful statement on the role of progressivism in the classroom: "In a progressivist classroom, teachers plan lessons to arouse curiosity and push the student to a higher level of knowledge. The students are encouraged to learn by doing and to interact with one another. This develops social virtues such as cooperation and tolerance for different points-of-view," (Wilt 2003). A progressive teaching philosophy acknowledges the persistence and potency of change. Optimism and creativity will motivate my students to achieve, inspiring their curiosity and ability to think critically.
The means by which I will achieve my teaching objectives include the use of proven classroom management techniques, the implantation of creative cooperative learning strategies, and the use of multiple types of technology and multimedia tools. Classroom management techniques do not diverge from my core teaching philosophy. I support
... I use behavioral systems of classroom management wisely, understanding that reinforcement theory does often work as a means of motivating (or deterring) student behaviors. Socialization is integral to the ESL classroom, which is why I want to cultivate a diverse learning environment in which all students can socialize each other and teach each other about their cultural and linguistic heritages.
Assessments will be offered on an ongoing basis, and are designed to offer students feedback. Although I must teach with standardized testing in mind due to the overarching role of the No Child Left Behind Act, I do not limit my classroom to this limited end. The measures I use in the classroom to assess student learning transcend standardized testing. We assess student learning in ways that cannot be measured by standardized tests, especially in the realm of language acquisition. The goals I establish, the means by which I achieve those goals, and the measures used to assess the level of achievement are all interrelated.
My teaching philosophy is a great DEAL for students. Rooted in traditional philosophies such as Dewey's pragmatism, advanced progressivism, and clear humanism, my personal philosophy seeks to evolve both teaching and learning. Teaching and learning are ongoing processes. I am honored to have the opportunity to make a DEAL with students that supports their second language acquisition within diverse and stimulating classroom.
The teacher must use effective discipline to ensure students do not interrupt one another, know to raise their hands, not get out of their seats during class, or engage in disturbing activities. This is disrespectful to the learning of others as well as simply against the rules. Drawing up a list of rules to obey for the students is one way to help students understand how the U.S. Constitution, for
1 million today, Smith explains. About 79% of ESL students have Spanish as their native language, and hence, Smith insists, "there is an urgent need for as many teachers as possible to be skilled in and passionate about working with ESL students" (Smith, 2008, p. 5). The mentor (an ESL specialist) needs to apply "professional knowledge to actual practice" when working with another teacher, Smith explains. There are two components to
Multicultural education researchers and educators agree that preservice teachers' attitudes, beliefs, and understandings are important: foci in multicultural education coursework (Cochran-Smith, 1995; Grant & Secada, 1990; McDiarmid & Price, 1993; Pohan, 1996). Teacher attitudes and beliefs influence teaching behaviors, which affect student learning and behavior (Wiest, 1998)." 1996 study used 492 pre-service teachers to try and gauge the attitudes and beliefs among the group when it came to understanding diversity and
Wardhaugh indicates that there is a problematic need in the field to reverse expectations about the capacity of this approach to instruct in practicable and usable linguistic ability. The author takes exception with traditionalist ideas the argue "the single paramount fact about language learning is that it concerns, not problem solving, but the formation and performance of habits." (Wardhaugh, p. 21) The linguistic theorist rejects this principle as failing
Phonetic reading methods are actually older than the whole language approach: "The traditional theory of learning established in the 19th century draws on the notion that children need to break down a complex skill, like reading, into its smallest components (letters) before moving on to tackle larger components (sounds, words, and sentences). Phonetic reading instruction applies this theory; children are taught to dissect unfamiliar words into parts and then join
Description of Learning: Educational institutions are teaching subjects for a digital future but it is from a superficial manner however students need a deeper knowledge of it as a curriculum. When teaching students about math, it should be integrated in all subjects they are learning by being motivated by educators (Singhal, 1997). As shown in the examined scenario planning with an elementary school, it is apparent things became better for the