Download - LISA PICKARD, Educator
LISA PICKARD, EDUCATOR
Lisa PickardMy Philosophy of Teaching2011
LISA PICKARD
LISA PICKARD Educator
Mother
Advocate
Student
Family
Friend
Who Am I ?
“Light the Night Walk “ Team AlexandraThe influences on my
philosophy..
Mentor
Life- Long Commitment
toEducation
Pre- College
Elementary
John A. Sciole
Middle
Aurora
Middle
School
High Schoo
l
Lancaster High
School
College
Erie Community
A.A.S.Criminal Justice
Hilbert College
B.S.Criminal Justice
University of
Buffalo
B.A Psychology
Niagara University
M.S Ed.Early
Childhood and
ChildhoodEducation
Birth-6
Life-long Commitment to Education
“Education is not preparation for life:
Education is Life Itself”-John Dewey (Pioneers, n.d.)
Pragmatist
RealistExistentialist
The Pragmatist in MEInstruction stresses the process of learning as problem-solving.Importance of interaction between student and the environment .The environment is constantly changing Truth is mutable.Reality and Truth is based on Experience.
The Realist in MEStudents construct theories of the world around them and use the Scientific Method to test those theories.Students know because they use their senses to gather data, sort data, form concepts, and test.Curriculum is presented systematically. Organized into subjects. Logic can be both deductive and inductive.
The Existentialist in Me:Students do have to make personal choices about their future.Students do have free will. One should reflect and take the time to figure out who they are currently and decide who they want to become.“Each person has the potential for loving, creating, and being” (Ornstein and Levine, 2008, p 174).
My Blended
Philosophy
Me
Progressivism
Essentialism
ME
I agree with the theory of progressivism on education, in that, students should be active and learn to solve problems, then reflect on their findings. Society is ever-changing, Education needs to change with it. Focus on the child. Promote and build on their interests BUT strike a balance between their interests and the new core curriculum (as in the Essentialism Theory on Education). Children at the Elementary Education level need to be presented the essential knowledge and skills as a starting point to their education. Everyone needs a basic foundation from which to build their interests. How can a child possibly know what interests them if they do not know what exists? Through hard-work, discipline, and a strong knowledge base they can begin to construct their own ideas, test them, and draw conclusions-- and then decide what interests them.
My Theory of Elementary Education
Montessori
Addams
Dewey Dewey
Addams
Montessori
Montessori: Early Childhood Development-I believe is best for birth to 5 years old.Adapt child’s environment to his or her needs.Activities are modeled, demonstrated, and then children are allowed to explore with self-directed learning.Teacher is the guide. This assists a child’s sensory, muscular, and intellectual development.Emphasis on a prepared environment to facilitate physical activity. www.montessori.org
Dewey: Childhood Development through Elementary School and on..Children are social, active human beings ready to explore and gain control of their environment.Through interaction with the world children solve problems by using the scientific-method.Children learn how to think reflectively which leads to personal and intellectual growth.Knowledge is continually changing.Education and Life are interrelated, not separate entities.Children learn best by hands-on learning, experiential education.Supports multicultural education.
www.johndewey.orgAddams:Elementary Education and continuing.Supports Multicultural Education.Schools restore a sense of community. Socialization and education of the child. The bridge between a child’s immediate environment and the society as a whole.Encourages strong family support.Children explore environment
www.hullhouse.org
The Pioneers Who
Inspire Me
Student Centered
Teacher Centered
Provide nurturing
environment
When based on
students
interests
students more
motivated to
learn and be
successful
Teacher as a
facilitator, guide,
director
Balancing Subject
matter and the
student’s Interests
or needs
New Core
Curriculum
Study a common
body of required
subjects while
exploring diversity
with in those
subjects
The 3 R’s
Facts and concepts
presented but
allow for creativity
and encourage
class engagement
At the elementary
level students
need to be
presented with a
variety of
information so
that they can
decide later on
what interests
them.
I agree with Dewey that there needs to be a balance between subject matter and students interests and needs. At the Elementary level, students need more guidance and instruction than they do at the Intermediate levels. I believe that there should be structure to the instruction and curriculum but I also believe that you must allow students the freedom to explore within each lesson.
Pla
nn
ing Purposefully
planned lessons and activities with clearly described goals and objectives to motivate and engage students. Ensuring that all unit and lesson plans are constructed to meet the NYS Common Core Standards and Policies set forth by the school district.
Lesson plans are constructed using a Backwards Design Planning Model. Lesson plans include: a specific objective, NYS Core Standards, preparation and prior knowledge pre-requisites, a clear set of steps outlining what is to be taught beginning with an anticipatory set (to motivate and engage), accommodations for all students with exceptionalities , remedial and enrichment plans, closure, and proper assessments.
Instr
ucti
on Using multiple
teaching models, strategies, and a constructivist approach to education students will explore, interact socially, discover and construct knowledge based on experiences and prior knowledge.
Utilize a balance of Direct Instruction,Presentation and Explaining, Concept Teaching, Cooperative Learning, Problem-Based Learning, andClassroom Discussion.
Various grouping methods for instruction and task completion will include: Whole Group, Small Group, Partner, and Individual groups
Assessm
en
t
Assessment should be simple to implement and deep for
sustainability and should involve teachers, students, parents, and
administrators.Eight Big Ideas of Assessment(1) Assessment serves different purposes: diagnostic, formative, and summative (2) Assessment must be planned and purposeful both informal and formal (3) Assessment must consist of a range of types including oral, performance and written tasks(4) Assessment and Instruction must exist together, as assessment informs learning (5) Students learn best when assessment results are given in words, so they know what they did well, what they have done poorly, and what they must do to improve (6) Assessment is a collaborative process(7) Performance Standards are essential for effective assessment(8) Professional Judgment is needed when reporting and grading student achievement Collect sufficient sample of work and data through use of Portfolios, exams, standard tests, oral and other written communications
Cooper,D.(2006). Talk About Assessment, Thomson and Nelson, Toronto, CA, p 4-5.
Establish Clear Classroom Rules, Procedures, and Expectations
that govern movement, talking, time management, and behaviors appropriate
throughout daily activities. Take the necessary time to
explicitly teach and ensure each student is clear on these
policies.
Utilize the Principle of Least
Intervention.
Successful management sets students up for
success in future grades.
Purposefully Plan
Enforcement of rules and procedures must be swift,
fair, and consistent. It must take into account a students age, cognitive,
and socio-emotional development.
Set up an effective learning environment that
encourages inquiry, exploration, discovery, and
cooperative learning. Engage learners.
Mutual respect. Positive
Reinforcement.
CLASSROOM MANAGEMENT
Students are INTRINSICALLY motivated to learn.Use extrinsically motivators less and less as
intrinsic motivators take hold.Building a community of life-long learners.
Success breeds further learning. Excitement grows as students want to be their personal best.
SUCCESS
Students begin to learn when their basic needs are met.
Encourage students to express themselves.Students feel valued. Once students are comfortable
they begin to learn, understand, and grow as individuals..
Use praise and encouragement for positive behaviors.The environment is fun and exciting.
Utilize and Understand Abraham Maslow’s Hierarchy of Needs . Take the time to KNOW your students- personal life, academic strengths and weaknesses, likes/dislikes,
learning styles. KNOW your students family- background, culture, beliefs , parental support and involvement.Be genuine. Show respect, love, convey belonging, interest in personal and academic life and growth.
Provide safe, secure environment conducive to learningSlavin, R. E. (2009). Educational Psychology: Theory and Practice with
MyEducationLab (9th Edition) (MyEducationLab Series) (9 ed.). Columbus, OH: Pearson.
CLASSROOM MOTIVATION
It is crucial at the
elementary level that students receive a
multicultural
education
Value DiversityErase discrimination and
prejudice
Multicultural Education Promotes
Respect, Acceptance, Individuality
Prepares student to live and
contribute to a global
society
Multicultural Education
Opposing Multicultural Education IS NOT AN OPTION
Teachers help students to grow
to become independent self-regulated life-long
learners
Prepare students for a successful
future, contributing to a
global society
Promote teamwork,
friendships, peer culture
Provide the safe, nurturing place for students to learn and grow
Build self-esteem and confidence
Impart knowledge and
empower students to
construct new knowledge
The Purpose of the Teaching
students.umf.maine.edu
http://www.franklin.ma.us/auto/upload/schools/oak/704-classroom-010.jpg
http://imagecache5.art.com/p/LRG/27/2759/IE4TD00Z/alfred-eisenstaedt-elementary-school-children-with-heads-down-on-desk-during-rest-period-in-classroom.jpg
My Class Not my Class
What do I want my Class to Look Like?
http://www.jigsawcreche.ie/images/Original%20Files/montessori-room.jpg
Elementary Educator
Continuing Education in Literacy and School Administration
On-Going Professional Development to develop computer skills to integrate the latest technology into the classroom
The END…
(Not Quite)
This is just MY beginning as an Educator!References
Ornstein, A. & Levine, D. (2008). Foundations of Education. Boston: Houghton Mifflin.
Pioneers In Our Field: John Dewey - Father of Pragmatism | Scholastic.com. (n.d.). Teaching Resources, Children's Book Recommendations, and Student Activities | Scholastic.com. Retrieved November 23, 2009, from http://content.scholastic.com/browse/article.jsp?id=3424