Take the Quiz*Why do you want to be a teacher?  *What do you want to accomplish? *What qualities will you take into the

classroom? *What else do you need to know to be

successful?

(while you’re waiting)

Foundational BeliefsGuiding Teacher Education

Jodee AndersonStacy Banks

Alicia KeeganRachel White

 Seattle Pacific University

EDU 6120Dr. Arthur Ellis

 June 8, 2009

PurposeTo help new educators think critically about

important issues related to teaching and learning

To give a sense of the history and philosophy that has guided this noble profession

OverviewAbout TeachersMotivationsGoalsQualities

Student PerspectivesThe ClassroomThe TeacherStudent Needs

Knowledge & AchievementWorthwhile KnowledgeRaising AchievementWhat Really Matters

Motivations for TeachingImpact the lives of studentsPositively influence own childrenShare knowledge with othersBe in chargeParticipate in intellectual

discovery (Postman & Weingartner, 2004)

Engage in life-long learningHave summers/holidays off

Goals in TeachingTeach critical thinkingTeach how to learnEngage students in learningSee student progress within the aims of education

Academic knowledgeCitizenshipEmploymentSelf-realization

Create hunger for knowledge and skills to explore

Qualities of Great TeachersSkill

Subject matterClassroom managementProfessional growthInstructional design

EnthusiasmPositive atmosphereInfluence students

CareKnow your studentsPositive relationshipsProvide opportunities for

success

BeliefsStudent potentialStudent worth

DISCUSS "The Perfect Classroom"

PAUSE

*What should the classroom be like?

*What is the teacher's role?

*What are the students’ needs? 

Student Perspectives: The ClassroomReflect a positive, student-centered, orderly, safe

atmosphereStudents know why they are learningStudents know how the material is relevant to their

livesInformal and formal assessments

are variedRoutine is established Students form a classroom democracyStudent work is displayed

Student Perspectives: The TeacherInspire students to learn and grow

spark curiosity facilitate learning support independence

Guide studentsAdjust to student needsProvide scaffoldingHigh expectationsCaters to student interestsKind and welcoming

Safetyfreedom to make mistakesfreedom to take risksfreedom to pursue interests

Clear guidelinesDecision-making opportunities

Student Perspectives: Student Needs

CONSIDER*What knowledge is of most worth?

*How can teachers raise achievement?

*At the end of the day, what matters most?

What Knowledge is of Most Worth?What students want to know What students find relevant Skills learned through collaboration *turn-taking/ listening/ conflict resolution/ cooperationConcepts and skills enabling students to be active,

participatory citizens in a democracy*patriotism/ dedication/ responsibility/ respect /

critical thinking/ positive choices

Raising AchievementHold high expectations for growth

Know how students learn; understand developmental strengths, needs, and maturational  levels of your students

Incorporate scaffolding; utilize students’ strengths to work on weaknesses

 Help students find relevanceTeach knowledge and skills Allow mistakes, risk-taking, and

pursuit of personal interests

At the End of the Day…What really matters at the end of the day is that a

student feels respected and valued; that he has contemplated a new idea, and ultimately gained a new perspective; that he feels empowered by knowledge, and that he plays a central role in his education. (Brooks & Brooks, 2004).

What really matters is that each child has grown by contributing to a community, gaining meaning for life, and attaining elements of self-efficacy that enrich the mind and soul.   

Post-test*Review your initial reflection. 

*Write an "I learned" statement highlighting new ideas or review materials that will be beneficial to you in your teaching assignment. 

Brooks, M.G. & Brooks J.G. (2004). The courage to be constructivist.  In A.S. Canestrari & B. A. Marlowe (Eds., pp. 184-194). Educational foundations: An anthology of critical readings. Thousand Oaks, CA: Sage Publications.

Crain, W.  (2005).  Theories of development: Concepts and applications (Fifth ed.). Upper Saddle River, New Jersey:  Pearson Prentice Hall.

  DiGiulio, R. (2004). Psst...It ain't about the test: It's still about great teaching. In A. S. Canestrari &

B. A. Marlowe (Eds.) Educational foundations: An anthology of critical readings (pp. 120 - 125). Thousand Oaks, CA: Sage Publications.

Ellis, A. (2001). Teaching, learning, and assessment together: The reflective classroom .

Larchmont, NY: Eye on Education.  Ellis, A., (Speaker). (2009). Four broadly accepted goals of education (lecture). Seattle,

Washington: Seattle Pacific University.

References

ReferencesEllis, A. (2009). Historical Perspectives: Education in the Old World (Part 1). Retrieved June 7,

2009, from Seattle Pacific University, American Education: Past and Present, EDU 6120, Blackboard Academic Learning Web site: http://learn.spu.edu/webapps/portal/frameset.jsp?tab_id=_2_1&url=%2fwebapps%2fblackboard%2fexecute%2flauncher%3ftype%3dCourse%26id%3d_43480_1%26url%3d

Freire, P. (2004). The banking concept of education. In A. S. Canestrari & B. A. Marlowe (Eds.) Educational foundations: An anthology of critical readings (pp. 99-111). Thousand Oaks, CA: Sage Publications.

Kohn, Alfie. (2004). What to look for in a classroom. In A. S. Canestrari & B. A. Marlowe (Eds.) Educational foundations: An anthology of critical readings (pp. 161-164). Thousand Oaks, CA: Sage Publications.

Marlowe, B. & Page, M. (2004). Making the most of the classroom mosaic. In A. S. Canestrari & B. A. Marlowe (Eds.) Educational foundations: An anthology of critical readings (pp. 78-96). Thousand Oaks, CA: Sage Publications.

ReferencesPostman, N. & Weingartner, C. (2004). So what do you do now? In A. S. Canestrari & B. A.

Marlowe (Eds.) Educational foundations: An anthology of critical readings (pp. 126-137). Thousand Oaks, CA: Sage Publications.

Whitehead, A.N. (1967). Aims of education: And other essays. New York, NY: The Free Press.