After last week’s writing, I found myself in quite a fog of insecurity. Thankfully the most recent installment of YITE brought me back to the sunny side of teaching philosophy. Reading about the art of teaching was rather inspiring even. The quote from the text, “approaching instruction in a variety of ways to provide multiple paths for students to both learn the content and develop the skills of the curriculum is artistry (pg 147),” caught my attention. Often in my life I have gotten the impression that some people consider the position of a teacher as that of merely a figurehead, an adult to put in front of a group of kids to keep them occupied. If some of said group learns a thing or two then the teacher has done well. My experience
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Quite the epiphany to follow my thoughts on Paley from last week! I have struggled for the last eight weeks about whether I can be fair and impartial, not have favorite students, treat them all the same, and here is my answer. Of course, all deserve my respect and fair treatment, but this really is the confirmation I needed to know that not everything will always be the same for all students I encounter, nor should it be! The Differentiation of Instruction table that follows on the same page in YITE could very nearly become my personal philosophy of education and will definitely hold a place in …show more content…
As I research more my topic of teachers’ part in moral and character development, I related to the statement on page 149, “like it or not, who we are and what we do impact our students. By virtue of being the teacher, our words, actions, nonverbal communication, and attitudes become part of every academic lesson we plan and implement, as well as every teacher-student encounter and interaction”. This is really the mic-drop statement for my project II paper, the crux of why I chose this topic. None of us is perfect as a person and students get to the point where they realize that, but they spend so much time with their teachers, nearly as much as with their own families, that teachers need to always be cognizant of what is being said and done, left unsaid and undone, leading by example, modeling appropriate behaviors in and out of instruction. I refer again to the teacher interviews I did as this was a question I covered with them as well: do you think how you live outside of school affects how you are as a teacher? They simultaneous yes from both. She stated that as a teacher of high school seniors, she is aware that every aspect of how she is perceived by those students is scrutinized and can/will affect how they learn, respond to her, respond to others, how they will go out into the world after they graduate. He responded by explaining how he is always conscious of where he goes around town, what
Quite the epiphany to follow my thoughts on Paley from last week! I have struggled for the last eight weeks about whether I can be fair and impartial, not have favorite students, treat them all the same, and here is my answer. Of course, all deserve my respect and fair treatment, but this really is the confirmation I needed to know that not everything will always be the same for all students I encounter, nor should it be! The Differentiation of Instruction table that follows on the same page in YITE could very nearly become my personal philosophy of education and will definitely hold a place in …show more content…
As I research more my topic of teachers’ part in moral and character development, I related to the statement on page 149, “like it or not, who we are and what we do impact our students. By virtue of being the teacher, our words, actions, nonverbal communication, and attitudes become part of every academic lesson we plan and implement, as well as every teacher-student encounter and interaction”. This is really the mic-drop statement for my project II paper, the crux of why I chose this topic. None of us is perfect as a person and students get to the point where they realize that, but they spend so much time with their teachers, nearly as much as with their own families, that teachers need to always be cognizant of what is being said and done, left unsaid and undone, leading by example, modeling appropriate behaviors in and out of instruction. I refer again to the teacher interviews I did as this was a question I covered with them as well: do you think how you live outside of school affects how you are as a teacher? They simultaneous yes from both. She stated that as a teacher of high school seniors, she is aware that every aspect of how she is perceived by those students is scrutinized and can/will affect how they learn, respond to her, respond to others, how they will go out into the world after they graduate. He responded by explaining how he is always conscious of where he goes around town, what