Example Of My Personal Pedagogy

1894 Words 8 Pages
Personal Pedagogy
Introduction
High school is the last tier of stepping up toward adulthood, and if the experience isn’t designed to be worthwhile, many of our youth will unfortunately fall into the category of “blank stares and lost hope.” Many students are at risk of dropping out of high school because they believe that no one actually cares to believe in them. The role of an educator is a person willing to commit to understanding the role of education in the life of adolescents. It takes a very special person to humble his/her ego to maintain a strong work ethic with a positive attitude that does not quit when dealing with young adults; they need a reason more than their mentor does, and that alone should be the overall reason of an educator.
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Nitko and Brookart mention that “classroom assessments are meant to be opportunities for students to demonstrate their maximum performance, and for students to perform at their maximum they need basic information about the assessment, (such as: when it will be given, content to be assessed, expected standards, overall expectations, and grading rubrics)”. (88) My personal pedagogy supports this strategy because I believe that the teacher’s is graded based on the performance of their students in common core curricula; the assessment aimed toward instructors is beneficial to classroom management and design by allowing the instructor to evaluate where students are exceling, or struggling and develop multiple efficient ways to teach a lesson. Teachers must also remember that it’s their job to prepare their students to easily excel in any assessment type by providing them with basic background information and study guide materials. I plan to equip my students with these materials by designing my lessons in a way in which they will submit daily dialectic journals containing what they felt was important about what was explained each day, and I will respond to let them know they’re on the right track, or to curve their thinking processes in another direction. A teacher-student relationship is built by using the two-way dialectic journals (journal chat), and allows the teacher to daily …show more content…
Every student has the ability to comprehend lessons content, but the lesson must be tailored to fit each individual learning style in the class. McCarthy, author of 3 Ways to Plan for Diverse Learners adds on to this idea by stating “The reality is that every teacher already has the tools to differentiate in powerful ways for all learners” I relate to McCarthy’s views because I also view teachers as being equipped to handle the task of designing a lesson multiple ways to gain access to each students thinking patterns. “The teacher 's responsibility is connecting content, process, and product. Students respond to learning based on readiness, interests, and learning profile (intelligences)” (McCarthy) As teachers, we’re to already be familiar with the course content, while being intelligent enough to develop multiple learning assignments based on learning styles to produce a mastered lesson application product. Promoting learning amongst diverse students isn’t difficult once the teacher begins viewing each student as an individual and not as a singular group of bodies. I’ve found that taking the initial time to study the students and how they best comprehend information is the key to unlocking the ways to gain and keep their attention, break down complex concepts in an easier format, and develop assessments that allow students to prove their gained

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