Ashley sullivan’s philosophy of education

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  • Induction occurs during this type of lesson because the student first makes “an observable instance” and then uses “reasoning to general statement” or to make a claim/interpretation (pg46). In essence, the student through the first reading of the poem tries to find the true meaning. Then the student looks for the evidence that they believe shows support of their claim. Therefore the student might come up with one interpretation of the poem because of one line that strongly suggests their proposed interpretation. I try to make them look beyond that one line and find many pieces of evidence that will suggest their standpoint. Then the interpretation might transform into a completely different interpretation. This is my way as an educator to teach with an inductive attitude, promoting my students to look at life and works of literature with this same attitude instead of the deductive attitude of ‘write about what the teacher says is correct.’
  • For example, one of the symbols in the novel is of the red apple. In the story, the main character, Jonas, is the only one in the community that can see color. This is shown to readers through use of Jonas, similar to the name Jonah from the bible, seeing an apple being thrown in the playground as “different.” Jonas cannot quite put his finger on why he sees the apple this way. Readers later find out that this is because he holds the knowledge that the rest of the community no longer has, the ability to “see beyond,” which includes color, and holding the knowledge of what the world was like before “sameness” was forced upon the community. Before students read this part of the novel, I share with them the story of Adam and Eve. This story becomes my mini lesson for symbolism. I explain to my students how the apple in the story represents the knowledge that God did not want Adam and Eve to have. This is similar to how the apple is represented in the novel. The Christian belief and philosophy shows its “emphasis on the fatherhood of God and in God’s concern for humanity” similar to how the author of The Giver, Lois Lowry, created in this beloved novel I teach to my 7th graders (pg 96)
  • In regards to Pragmatics and Progressivism, the educational system should give the future generations the “tools, like hammers and microchips, that people devise to cope with the world,” more specifically with the problems that will call for leaders to solve. The educational system should be used to help the teacher shape the student’s tabula rasa “to interpret the child’s powers” that can be used throughout the rest of the individual’s life (pg 131). Although directly teaching the child ABOUT democracy is important, education should “not be mere preparation for life, but an important part of the life that the children themselves live” and embrace through means of experiences they encounter (pg 131). This very well could mean showing the child history lessons that show democracy working at its best.
  • For example, one of my students was dead set on not doing homework. He did not understand why he needed to do his homework and usually this turned into an emotional breakdown in the middle of my class. Although I have a paraprofessional in the classroom, I needed to do something to prevent this from disrupting the other students in this inclusion classroom. After getting to know this particular student, I found that he loved being the leader of the class. Therefore, I started to come up with small ways that he could be “the leader” as long as he did his homework and acted appropriately. As the book states, “when students are retarded or emotionally disturbed, conditioning is one way to develop a step-by-step program through rewards (or punishment) so that they are led to achieve complex patterns of behavior” (pg 196). This technique worked wonders during this school year and I was able to dodge many distractions for my other learners.
  • Further example if needed: One of the lessons I created for my class asked students to create a symbol that represented them as an individual. The students were asked to not share their symbol with anyone else in the room until it was time for us to all share the 3D project. Additionally, students needed to explain why this symbol represented them and only them. Educators must give students ample opportunities to share something personal and give students time to contemplate how they would handle a situation in order to promote this authentic attitude.
  • Ashley sullivan’s philosophy of education

    1. 1. EDUC 991 Summer 2013
    2. 2.  The following presentation outlines my personal philosophy of education and how I utilize my training to promote an environment conducive to learning for all levels of learners.  I have decided to focus on each of the philosophies discussed in class and how I infuse different practices and philosophies frequently during my instruction which also includes my lesson planning, my attitude in the classroom, and my interactions with parents and students.
    3. 3.  If you have ever watched the movie Dead Poet’s Society, you have become familiar with a teacher named Mr. Keating, played by Robin Williams. Mr. Keating, like myself, pushes his students to work hard towards being civic students, to explore new horizons through analysis of poetry and other works of literature, and utilize their individuality, moving away towards the norms of textbook analysis. Although it seems as though my philosophy has a lot of Existentialist influence, I believe my personal philosophy meshes all 10 theories discussed in this course similar to Mr. Keating and the way he made his students think outside of the box.
    4. 4.  My definition: Idealism is the study of truth and finding your own place in the world. This could occur through a spiritual revelation or religious following or what you experience on a day to day basis in the natural world, similar to the Transcendental writers I teach students about that include New England Transcendental poets and excerpts of Walden.
    5. 5.  Focus questions to ask students:  What is the form of the poem?  What do you think the poem is about?  How do you know? Provide evidence.  How do you connect or not connect to this poem? (reminisce)  Promoting my students to move out of “the cave” and into the world of ideas (Ozmon pg. 9).
    6. 6.  Promote my students to live rich, colorful, and fulfilling lives.  Creating relationships with student's to spark interest and to plan further lessons.  Pushing students to take the initiative to investigate ideas.  Discussions, analysis, and synthesis of ideas through use of classics such as Walden and other texts.  Interactions with parents to push students to their full potential
    7. 7.  Through education, the individual is given the stone and then asked to create their own version of the wheel. Even though one is given tools, it is the individual's job to search for the truths. This freedom creates an ideal world which is constantly moving or thinking “how can this be improved”. This is an idea I will now use in my poetry unit with 8th graders as I try to constantly explain to them that many interpretations of poems exist in the world and that it is their job to search for the answers/evidence that supports the truth/meaning that they have found during their journey.
    8. 8. THE FOLLOWING LINK SHOWS REALISM AT BEST  My definition: Mastery of material that is present outside of the mind, thinking critically and scientifically about the topic to be mastered.  Harmony of both mind and body (Ozmon, pg. 42).  http://www.youtube.c om/watch?v=w8fu- hq3S7A  The teacher in the movie Dead Poet’s Society pushes his students to think critically.
    9. 9.  Writing narratives based off real or imaginary situations.  Asking students to challenge ideas and work towards finding new information while providing evidence to their findings (showing the method of finding facts).  Providing students with opportunities to write about real life situations or to reflect upon them in their writing (making inferences and connections).  Creation of thought provoking questions to fix the “ills” of the world.  Visuals to help learners understand the “sensation of objects,” similar to Maria Montessori (Ozmon, pg. 51).
    10. 10.  Motivation and direction to allow the student to shape their own understanding.  Servicing mankind .  Promoting good conduct through classroom management.  Promoting use of imagination.  Use of logic when test taking, writing, or solving problems in or outside of the classroom.  Challenging some ideas that might need some “fixing.”  One on one conferences with students to discuss how they will go about completion of lesson.
    11. 11.  I try to make my students think independently. This is very difficult for a middle school student however I am trying to prepare and differentiate my lessons for those who will be entering the 9th grade.  For example, when we look at the poetry unit, I explain to students that they should ATTEMPT to find their own meaning of the piece and that the evidence that they provide will help support their claim. In this way, ELA class can be a lot like the scientific method as used in Science as claims are made AFTER trial and error or inquiries are made.
    12. 12.  My definition: Using ideals taught in multiple religions to promote “more compassionate and humane” individuals (Ozmon, pg 77).  Understanding of the inner self in a search for inner strength, stability, and tranquility.  http://www.fanpop.com/clubs/comparative- religion/images/9313420/title/world-religions-photo
    13. 13.  Showing students the diversity of the world.  Examples of Gandhi in my Nonfiction unit and how he promoted the non violent movements due to the influences of religion.  Use of religious stories become archetypes for many of the stories read in class.
    14. 14.  Promoting the students to find their quiet spot for relaxation when concentrating on their reading assignments.  Fostering an environment where the individual feels safe to be themselves.  Treating the individual with respect.  Establishing an environment where Zen is welcome.
    15. 15.  I use many Christian stories to try to help my students understand figurative language. One example occurs in my unit on the novel The Giver. The novel has many religious allusions that need to be connected to the actual biblical stories to understand.
    16. 16.  My definition:  (P)-method of experimentation, doing things that give us “best” results, hands on problem solving, and working in groups.  (R)-taking action regarding real life problems like violence, bullying, etc. as well as “democratic control over decisions that regulate human lives” (Ozmon, pg 165).
    17. 17.  Giving students real life scenarios.  Using Nonfiction unit to show students the ills of the world and how others have worked to fix society.  Group work that requires each student to work together to meet a common goal.
    18. 18.  Creating scenarios for students to problem solve through use of group work.  Showing students real life scenarios.  Promoting students to fix society (students worked to raise money for Hurricane Sandy victims).  Pushing my students to be democratic/ civic citizens.
    19. 19.  According to John Locke, “the most desirable environment for their (children) education” is to place them in an environment that will shape them into the people they are (pg 115). If we want to shape the future generation’s “tabula rasa,” we will need to make sure that we educate them on the importance of democracy and the importance of empathy. Although education does hold many other purposes, it can also be used to fulfill a political goal.
    20. 20.  My definition: Behavior is influenced by things in the environment. Therefore, in education the student behaves a certain way due to the classroom management and expectations determined “from behavior patterns developed through environmental conditioning” controlled by the teacher (Ozmon, pg. 185).  http://techforinstructionsum08.wikispaces.com/Beha viorism
    21. 21.  Classroom rules are clearly stated and explained.  High expectations are set for learners to achieve.  Parent communication when necessary.  Relationships established with students to ensure they understand the rules of the classroom.
    22. 22.  Rewards for positive grades, even if it is only a quick acknowledgement.  Punishments for not so ideal behavior.  Rewards to condition students with behavior and learning disabilities to promote positive behaviors.
    23. 23.  Conditioning has been very useful my student who have Autism . Conditioning and rewards have been very helpful in maintaining my classroom management with this group of students.  I have also used extrinsic rewards with the other students as well. For example, students can earn a “free homework token” if they receive a 100 on a vocabulary quiz. This technique promotes my students to study hard for the quiz and shows them that their hard efforts do pay off.
    24. 24. CLICK THE FOLLOWING LINK TO SEE THE TYPE OF ATTITUDE EXISTENTIALISM PROMOTES  My definition: Using your individuality to move away from cultural norms for the betterment of society, asking the individual person “Who am I?” “Where is my life headed?” and “Why do I exist?” in order to know oneself better (Ozmon, pg 231).  http://www.youtube.com /watch?v=-VUV2Yl8gsI  The following clip is from the movie Dead Poets Society. Notice how the teacher promotes his students to think for themselves, not just by the textbook definition.
    25. 25.  Putting students in real life situations.  Teaching them to cope with the stress of an ever changing world.  Providing students with material and readings that they can ask themselves “What would I have done in that same situation?”
    26. 26.  Emphasizing individuality through their writing (Ozmon, pg 231).  Utilizing theater of the unknown in my lessons (Monsters are due on Maple Street).  Projects and essays that ask the writer to look at themselves and utilize this knowledge in their piece of writing.
    27. 27.  An example of the existentialist attitude I display is my class occurs during my Nonfiction unit. In this unit, students are asked what they think they would do if they lived during this time period and how they would react to the injustice that existed in the world. This is similar to the existentialist attitude that asks students to ask themselves “Who am I?,” Where is my life headed?,” and “Why do I exist?”(pg 231).  It is my hope that all educators create a learning atmosphere that allows for such opportunities that I and existentialists have deemed important to create authentic individuals for society.
    28. 28.  My definition: The clarification of language in their writing and oral speech, using precise language to prevent misunderstanding.  “Teachers need to be clear about the nature of the central activity…” (Ozmon, pg 298).
    29. 29.  Revision of writing  Objectives of lesson clearly stated on the board.  All students have access to dictionaries when unfamiliar words arise in readings.  Weekly vocabulary review.  Focus lessons.  Calling students to analyze readings to find deeper meaning.
    30. 30.  Understanding the “logic of language” (Ozmon, pg 299).  Promotion of good word usage in writing pieces.  Circling unfamiliar vocabulary to later look up in dictionary when unsure (TBALL notes).  Reading and analysis of The Giver by Lois Lowry.  Vocabulary used in context, not just memorized.
    31. 31.  We also need to remind students that "knowing how” and "knowing that" are very different and give them the opportunities for both (pg 291). For example, giving the students a vocabulary list of new words to "know that" word is not enough. We need to teach students to "know how" to use the words properly in a sentence and in context.  Educators must become "acutely aware of language and its potential" and promote this attitude about language to students (pg 294). This will help them on standardized tests, though their college careers and even in their professional lives.
    32. 32.  My definition: Questioning old ways of thinking, people thinking critically about subjects that include “issues of power, history, personal and group identities, cultural policies, and social criticism, all leading to collective action” (Ozmon, pg. 324).  http://d1vezy1iv2ypkg.cloudfront.net/wp- content/uploads/2012/10/527471_372626932822109_213316 02_n.jpg
    33. 33.  Modeling the behavior to dig deeper into the text.  Creating lessons that become part of “social memory” (Ozmon, pg 325).  Curriculum that “enlightens and liberates students” (Ozmon, pg 325).  Use of technology to enhance learning and interests of students
    34. 34.  Students are asked to really dig deep into that which they are reading in my course. For example, students will need to find the irony in a piece or look for magical realism. The short story A Very Old Man with Enormous Wings using many elements of magical realism that they will need to identify.
    35. 35. KEY POINTS: I believe that the most effective teachers are open to trying new techniques and philosophies in their practice. I became a teacher because I was fortunate enough to meet people who made me challenge the norms of life, gain a love for great works of literature, and gave me the confidence to be myself. It is my hope I infuse this same attitude in my students. My philosophy can be summed up into a few key points, similar to Keating’s:  Establish relationships with students and parents  Use multiple technologies and teaching styles to enrich learning  Push students to be civic people  Introduce students to difficult, real life situations in readings  Push students to challenge norms and fix society  Be an individual that represents society in a positive way  Be involved in that which you study  Establish a love for life and learning
    36. 36. -Dead Poet’s Society
    37. 37.  All videos from Youtube.com Searches included: Dead Poets Society, Monsters are due on Maple Street, A Raisin in the Sun  All images unless otherwise stated from my Pinterest boards which can be accessed at: http://pinterest.com/ashsullz/boards/  You will also find many resources for teaching under my “Books Worth Reading” board.  Ozmon, Howard. 2012. Philosophical Foundations of Education.

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