This document outlines an educational philosophy focused on student-centered teaching. It advocates using problem-solving methods to engage students and help them find their voice. The goal is to empower students and teach them to think critically about social issues in order to improve human conditions. Instructional strategies would include making connections to pop culture and social issues, as well as group work and discussions. Assessment would focus on critical thinking through essays and responses rather than just multiple choice. The overall aim is to promote student autonomy, encourage questioning, and approach individual needs through class discussions and small groups.
2. Reasons for Teaching
To create problem solvers and
students who are autonomous
Problem Solving vs The Banking
Method
- I will not teach simply for the
love of English
- English and Literature can indeed
be loved, but what matters most
is the students
- A passion for English may get a
teacher by for a couple years,
- A passion for education and
humanity is what can drive a
teacher for years and years
- I want to both teach and learn
from students (an ongoing, never
ending process)
- Education has the power to
empower
4. Students I will Teach
I will strive to see my students as both
learners and educators
I hope to teach in a diverse,
economically challenged school
Students thus will range across the
spectrum of ethnic and cultural
backgrounds
I plan on reaching out to them through
helping them find and utilize their
voice, to think critically, and to find
positive entitlement to a position in
society where they can express
themselves and be heard, and even
cause change
5. What and How will I Teach?
Children learn best through
problem-solving methods, as seen
in the video in the previous slide
Students remember and truly learn
when they are engaged
Students need to utilize their
voices, and find power in this voice
Students should have some control
over their own education
Students should be recognized as
physical humans with souls and
minds, as Bell Hooks would
advocate
Implications with this kind of
teaching:
Classroom Management: Every
student deserves utmost respect.
Rules are to be firm from day one,
and used to promote well-being of
the entire class, not just for
control purposes
A healthy rapport should be built
between student and teacher, and
entire class. This rapport will gain
both trust and respect from
students
6. What and How I will Teach:
Reconstructionism
Reconstructionism Theory:
Students think about social
questions and strive to improve
human conditions
“I think thinking critically is at the
heart of anybody transforming
their life”
“..and my students were equally
brilliant in the Harlem setting as
they were when I taught at
Yale…but their sense of agency was
profoundly different…”
7. What and How Will I Teach?
Implications for Instructional
Strategies and Curriculum Design:
Scaffolding- building up on what
students already know
Past and Present connections with
curriculum material
References to popculture and
social issues
Connecting Unit Themes to the
world today
Group work
Literature circles and class
discussions
Implications for Assessment:
Avoiding just multiple choice tests
Focusing on critical thinking
Essays and short responses to fish
out student ideas
Formative and summative
assessments
8. What and How will I Teach?
Student Goals:
Teach necessary material thoroughly
where students truly have new
understanding and knowledge
Promote use of voice
Help students reach autonomy
Encourage students to connect with
one another and their surrounding
world
Encourage students to ask countless
questions
Help students succeed with
“boring” material such as grammar
and writing
Approach individual needs and class
needs through promoting class
discussions as well as small groups.
Have multiple one-on-one
conferences with students while
they work on student-led activities
Have students write their goals and
desires for the class in the beginning
of the year
9. A Reflection on Bell Hooks: Community
and Education
“Education is fertile and sacred…”
