Book 1, chapter 3
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This document discusses the importance of teachers discovering students' individual passions and interests in order to engage them in learning. It suggests that passion provides the energy and motivation for students to persist with challenging activities and learn effectively. The document outlines how teachers can learn about students' passions through personalized tasks, idea journals, and discussions. It proposes that using students' passions as the driver for learning will result in knowledge and skills that stick with students and are valuable in their lives.
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Book 1, chapter3
This document discusses how teachers can partner with students by learning about their individual passions and interests to drive student engagement and achievement. It recommends that teachers discover each student's central focus or inspiration to help them make connections between learning and their passions. When instruction is personalized in this way around each student's self-expression and passions, it can create meaningful learning that sticks with students and is valuable in their lives.
Think people and passions
This document discusses the importance of discovering students' passions and interests to drive engagement and achievement. It suggests that teachers need to help students understand their passions and connect classroom learning to those passions. Knowing students' interests in detail allows teachers to create individualized and meaningful learning experiences that will stick with students and be valuable in their lives. When instruction is organized around students' passions, they become more active participants and display greater motivation, effort, and positive emotions during learning.
Chapter%203
The document discusses discovering students' passions and interests in order to better engage them in learning. It emphasizes that teachers should help students understand their passions and connect classroom content to those passions. Teachers can learn about students' passions through personalized tasks, idea journals, and discussions to better individualize instruction. The roles of both teachers and students may need to adjust, with teachers acting as guides and students taking more active roles as thinkers, researchers, and peers who teach each other. Connecting classroom content to students' passions will motivate students and lead to greater effort, concentration, and positive emotions in their learning.
Chapter 3
Educators should help students discover their passions to increase engagement and achievement. Knowing students' passions provides energy that inspires learning and determines their effort. Teachers can use various methods like tasks, journals, and questionnaires to uncover passions and design lessons around them. When teachers partner with students and make them active participants, using passions as drivers, all students will be more motivated and display positive emotions during learning.
Principles of teaching and learning
The document outlines several principles of teaching and learning:
1) Students should personalize learning goals to take ownership over their education and become self-motivated.
2) Motivation is essential for learning, as learning occurs internally and is activated by the learner becoming self-motivated.
3) Learning is a social activity that involves interaction and collaboration with others, as people learn from each other through interaction in the same way they learn from each other.
My teaching philosophy
This teaching philosophy document outlines four core beliefs: the power of collaboration, being a role model, promoting student autonomy, and learning as a lifelong process. It emphasizes the importance of collaboration among teachers and students to prepare open-minded individuals. It also stresses leading by example, giving students a voice in their education, and continuously upgrading one's own knowledge and skills.
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This document outlines the author's philosophy of teaching. The philosophy emphasizes: [1] having in-depth knowledge of the subject area being taught; [2] understanding how individual students learn best; and [3] facilitating learning through active involvement and collaboration. The goal is to instill a love of learning and critical thinking in students. The author believes teachers should continually improve their skills through research and reflection to ensure high-quality, meaningful instruction.
Teaching Philosophy Outline
The document outlines Mark Boatman's teaching philosophy. He believes that teachers should empower students with the tools needed to succeed in life and that all students have the potential to do great things given equal opportunity and access to learning. He wants to instill high expectations in his students and make a difference by helping students learn and think in new ways. His goals are to promote critical thinking, tailor instruction to meet diverse student needs, create a positive learning environment, make learning relevant to real life, and ensure student success.
Recommended
Book 1, chapter3
This document discusses how teachers can partner with students by learning about their individual passions and interests to drive student engagement and achievement. It recommends that teachers discover each student's central focus or inspiration to help them make connections between learning and their passions. When instruction is personalized in this way around each student's self-expression and passions, it can create meaningful learning that sticks with students and is valuable in their lives.
Think people and passions
This document discusses the importance of discovering students' passions and interests to drive engagement and achievement. It suggests that teachers need to help students understand their passions and connect classroom learning to those passions. Knowing students' interests in detail allows teachers to create individualized and meaningful learning experiences that will stick with students and be valuable in their lives. When instruction is organized around students' passions, they become more active participants and display greater motivation, effort, and positive emotions during learning.
Chapter%203
The document discusses discovering students' passions and interests in order to better engage them in learning. It emphasizes that teachers should help students understand their passions and connect classroom content to those passions. Teachers can learn about students' passions through personalized tasks, idea journals, and discussions to better individualize instruction. The roles of both teachers and students may need to adjust, with teachers acting as guides and students taking more active roles as thinkers, researchers, and peers who teach each other. Connecting classroom content to students' passions will motivate students and lead to greater effort, concentration, and positive emotions in their learning.
Chapter 3
Educators should help students discover their passions to increase engagement and achievement. Knowing students' passions provides energy that inspires learning and determines their effort. Teachers can use various methods like tasks, journals, and questionnaires to uncover passions and design lessons around them. When teachers partner with students and make them active participants, using passions as drivers, all students will be more motivated and display positive emotions during learning.
Principles of teaching and learning
The document outlines several principles of teaching and learning:
1) Students should personalize learning goals to take ownership over their education and become self-motivated.
2) Motivation is essential for learning, as learning occurs internally and is activated by the learner becoming self-motivated.
3) Learning is a social activity that involves interaction and collaboration with others, as people learn from each other through interaction in the same way they learn from each other.
My teaching philosophy
This teaching philosophy document outlines four core beliefs: the power of collaboration, being a role model, promoting student autonomy, and learning as a lifelong process. It emphasizes the importance of collaboration among teachers and students to prepare open-minded individuals. It also stresses leading by example, giving students a voice in their education, and continuously upgrading one's own knowledge and skills.
My philosophy of teaching
This document outlines the author's philosophy of teaching. The philosophy emphasizes: [1] having in-depth knowledge of the subject area being taught; [2] understanding how individual students learn best; and [3] facilitating learning through active involvement and collaboration. The goal is to instill a love of learning and critical thinking in students. The author believes teachers should continually improve their skills through research and reflection to ensure high-quality, meaningful instruction.
Teaching Philosophy Outline
The document outlines Mark Boatman's teaching philosophy. He believes that teachers should empower students with the tools needed to succeed in life and that all students have the potential to do great things given equal opportunity and access to learning. He wants to instill high expectations in his students and make a difference by helping students learn and think in new ways. His goals are to promote critical thinking, tailor instruction to meet diverse student needs, create a positive learning environment, make learning relevant to real life, and ensure student success.
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The document discusses strategies for teaching students literacy across all subjects. It recommends incorporating reading, writing, and discussion into all classes to help students think critically about topics. Teachers should challenge students to find their own answers, encourage discussion, and use a variety of resources beyond textbooks to engage all learners. The goal is to empower students to think for themselves and question information rather than passively accepting it.
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The document discusses motivation for college students. It defines intrinsic and extrinsic motivation and notes that motivation is the number one barrier to student success. It describes motivation as a combination of value, expectation, dreams, and commitment to a purpose. The document also discusses what causes students to lose motivation and compares passive versus active learning. It provides tips for staying motivated such as setting attainable SMART goals, visualizing success, and choosing motivational movies.
Cover page about me
Lyndsay Saywell recently graduated with a Bachelor of Primary Education from the University of Canberra. She has a passion for teaching and health promotion. Her teaching philosophy is based on student-centered learning and giving students equal opportunities to explore and discover on their own. She aims to teach students the skills and knowledge to be active community members. Her ultimate goal is to facilitate active, inquiry-based learning where students solve problems and participate in their own education. She is committed to lifelong learning, collaboration, and reflecting on her own teaching to continually improve.
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This document contains biographies of several teachers from Southeast Asia highlighting their journeys to becoming educators. It begins with the story of Dr. Nancy Pascual, who initially pursued special education on an impulse which led her to her passion for teaching students with disabilities. The next profile is of Dr. Elena Eleperia, who overcame her early fears of teaching male students to become principal of the only maritime high school in the Philippines. The document then briefly mentions other educators such as Felecitas Pado and Maria Utanes, and their experiences adapting to students and demonstrating discipline and perseverance in the profession.
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This document discusses the importance of passion in good teaching. It argues that good teaching requires a burning passion for teaching, a passion to positively impact students' lives, and an affection for students. It provides tips for teaching with passion, such as teaching students how to learn, caring for one's craft, balancing authority with approachability, and devoting extra time to students. The document emphasizes that teaching is more than just a job - it requires vocational commitment, intellectual challenge, and emotional engagement in order to be a passionate teacher.
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The document discusses the personality of a teacher and the qualities needed for the profession. It states that a teacher's personality is the result of their education, including general culture, specialty culture, and psycho-pedagogical training. This allows them to transform information into educational messages. Specifically, a teacher needs moral qualities like justice and honesty. They must understand students' psychology and have an intuitive capacity to understand individuals. A teacher's spirit in organizing their work, lessons, and student teams is also important. Developing all these components leads to pedagogical mastery, which allows a teacher to act creatively in different situations.
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The educator is guided by Chickering's seven principles of good teaching which include encouraging contact between students and faculty, developing reciprocity and cooperation among students, encouraging active learning, giving prompt feedback, emphasizing time on task, communicating high expectations, and respecting diverse talents and ways of learning. They also utilize the "I do, We do, You do" strategy of gradual responsibility to allow for further knowledge acquisition. Their goals are individual student learning, learning from other students, student agency in education, and student success. They evaluate students' skills and competencies through personalized feedback in discussions, quizzes, and other class activities. Their passion is helping students learn to better their careers, personal growth, and lives
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This document discusses motivation and how teachers can motivate students. It defines motivation as an inner state that energizes and directs us towards our goals. Motivation can be intrinsic, coming from within the individual, or extrinsic, coming from external rewards. The document provides strategies for teachers to motivate students, such as capitalizing on their interests, making the material challenging, and giving frequent feedback. It also discusses how using whiteboards in the classroom can enhance student participation, engagement, and achievement. The overall message is that good teaching practices like organization and enthusiasm can effectively motivate students to learn.
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The instructor views their role as a guide to help students develop unique perspectives and critical thinking skills. They strive to vary their teaching style to accommodate diverse students, keeping in mind differences in background, skill level, and reasons for learning. Their classes incorporate a variety of active learning methods like discussions, group work, and reflection to keep students engaged. Their goal is to help students improve critical thinking and learn more about themselves.
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This document discusses the importance of personality development for teachers. It defines personality development as enhancing one's outer and inner self through improving skills like communication, confidence, and knowledge. Personality development is important for teachers because it helps them act as role models for students and build trust with parents. The document provides tips for teachers to develop their personality, including improving communication skills, appearing trustworthy, having strong morals, staying motivated, thinking positively, smiling, practicing public speaking, maintaining health and dress, being creative, and following etiquette. Overall, the document advocates that personality development is key for teachers to succeed in their careers and responsibilities.
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Swun Math offers five ways to inspire the minds charged with inspiring our youth. For more information on this topic, visit our article on SwunMathSchools.com
Philosophy of education1
The teacher aims to create a warm classroom environment where students feel respected and comfortable sharing ideas. Students will be encouraged to work together on assignments and teach one another. The classroom will have designated areas for different activities. Lessons will incorporate hands-on investigations and experiments. Students will be assessed through essays, interviews and learning journals. The teacher believes in teaching values through leading by example and following Jesus as the best teacher.
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My teachingphilosophy
The teacher values diversity in learning styles and perspectives that students bring. They seek to create a comfortable classroom where students can freely express needs and opinions to benefit all.
The teacher is devoted to providing an exciting, challenging learning environment where students and teacher can pursue learning. Students are treated with respect in a safe space to discuss topics openly.
The teacher helps students build understanding by activating prior knowledge and testing it against new concepts. Deeper understanding comes from internalizing and applying knowledge creatively.
Pedagogy and creativity for teachers
This document discusses pedagogy, creativity, and critical thinking in teaching. It defines pedagogy as the science and art of education, focusing on instructional theory. It emphasizes that students learn through social interaction and experience. The document also discusses how to create a creative classroom environment that allows students to take risks, be engaged in their learning, and feel ownership over their ideas. It provides eight steps for teachers to become more creative in their teaching, such as connecting with other teachers and practicing creativity. Overall, the document promotes integrating creativity and critical thinking into instructional design and teaching strategies.
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The document discusses strategies for teaching students literacy across all subjects. It recommends incorporating reading, writing, and discussion into all classes to help students think critically about topics. Teachers should challenge students to find their own answers, encourage discussion, and use a variety of resources beyond textbooks to engage all learners. The goal is to empower students to think for themselves and question information rather than passively accepting it.
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Cover page about me
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This document discusses the importance of passion in good teaching. It argues that good teaching requires a burning passion for teaching, a passion to positively impact students' lives, and an affection for students. It provides tips for teaching with passion, such as teaching students how to learn, caring for one's craft, balancing authority with approachability, and devoting extra time to students. The document emphasizes that teaching is more than just a job - it requires vocational commitment, intellectual challenge, and emotional engagement in order to be a passionate teacher.
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The educator is guided by Chickering's seven principles of good teaching which include encouraging contact between students and faculty, developing reciprocity and cooperation among students, encouraging active learning, giving prompt feedback, emphasizing time on task, communicating high expectations, and respecting diverse talents and ways of learning. They also utilize the "I do, We do, You do" strategy of gradual responsibility to allow for further knowledge acquisition. Their goals are individual student learning, learning from other students, student agency in education, and student success. They evaluate students' skills and competencies through personalized feedback in discussions, quizzes, and other class activities. Their passion is helping students learn to better their careers, personal growth, and lives
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The instructor views their role as a guide to help students develop unique perspectives and critical thinking skills. They strive to vary their teaching style to accommodate diverse students, keeping in mind differences in background, skill level, and reasons for learning. Their classes incorporate a variety of active learning methods like discussions, group work, and reflection to keep students engaged. Their goal is to help students improve critical thinking and learn more about themselves.
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The teacher values diversity in learning styles and perspectives that students bring. They seek to create a comfortable classroom where students can freely express needs and opinions to benefit all.
The teacher is devoted to providing an exciting, challenging learning environment where students and teacher can pursue learning. Students are treated with respect in a safe space to discuss topics openly.
The teacher helps students build understanding by activating prior knowledge and testing it against new concepts. Deeper understanding comes from internalizing and applying knowledge creatively.
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This document discusses pedagogy, creativity, and critical thinking in teaching. It defines pedagogy as the science and art of education, focusing on instructional theory. It emphasizes that students learn through social interaction and experience. The document also discusses how to create a creative classroom environment that allows students to take risks, be engaged in their learning, and feel ownership over their ideas. It provides eight steps for teachers to become more creative in their teaching, such as connecting with other teachers and practicing creativity. Overall, the document promotes integrating creativity and critical thinking into instructional design and teaching strategies.
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Discussion 1An important step in preparing our classrooms and cu.docx
Discussion 1
An important step in preparing our classrooms and curriculum is getting to know our students as individuals and building a relationship that is reciprocal and characterized by trust. Jaruszewicz (2013) discusses the importance of building individual connections, stating that
Building trust requires connecting with each child on a personal level, so that they know you care about them and what happens to them, are curious about what they think, and firm with them when they need guidance. These things give children the emotional security they need to share with you their impressions, confidences, questions, and fears—information you can use to develop, adapt, and personalize whatever curriculum you use to best represent what your children know and do. (Jaruszewicz, 2013, section 3.3, para. 32)
Notice how Jaruszewicz emphasizes that knowing the students as individuals allows for designing individualized curriculum which is more aligned with their needs. In this discussion, we explore the importance of building trust with students to gain insights into how to best meet their needs in an education environment.
Initial Post: After reading Chapter 3 of your text, the Tips for Developing Positive Teacher Student Relationships article, and the Reciprocal Relationships article
· Discuss one or more strategies you will use to gather information on your students in an effort to get to know them and their family (interest inventory, home visit, etc.). Include the benefits of the strategy and use a specific example of how you plan to implement it in your classroom.
· Reflect on the reading, “Tips for Developing Positive Teacher Student Relationships.” Discuss two approaches you will use to build trust with each of your students and why you believe these approaches will be effective.
· Reflect on the reading, “Reciprocal Relationships.” Discuss two approaches you will use to build trust with families and why you believe these approaches will be effective.
· Discuss one or more strategies you can use to prepare your classroom to represent the students, such as through a family bulletin board or a community college. Support your strategies with the text and at least one scholarly resource.
The best teachers are capable of maximizing the learning potential of every student in their class. They understand that the key to unlocking student potential is by developing positive, respectful relationships with their students beginning on the first day of the school year. Building a trusting relationship with your students can be both challenging and time consuming. Great teachers become masters at it in time. They will tell you that developing solid relationships with your students is paramount in fostering academic success.
It is essential that you earn your students’ trust early on in the year. A trusting classroom with mutual respect is a thriving classroom complete with active, engaging learning opportunities. Some teachers are more natural at.
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1) Differentiation is a teaching approach that responds to learner needs by providing different avenues for content, process, and product based on students' readiness, interests, and learning profiles.
2) Differentiation involves using flexible grouping, tiered assignments, and varied activities to engage students in content at their level. Teachers assess students and provide appropriately challenging material, pacing, and support for each student.
3) When differentiating, teachers consider essential learning goals and design instruction, such as tiered assignments, to help students develop understanding in ways that consider their unique abilities and styles. Assessment guides teachers to adapt and provide students multiple paths to demonstrate their knowledge.
Differentiation.PPT
1) Differentiation is a teaching approach that responds to learner needs by providing different avenues for content, process, and product based on students' readiness, interests, and learning profiles.
2) Differentiation involves using flexible grouping, tiered assignments, and varied activities to engage students in content at their level. Teachers assess students and provide appropriately challenging material for each.
3) When differentiating, teachers consider content (what students learn), process (how students make sense of content), and product (how students demonstrate learning). They vary lessons based on individual student characteristics like readiness, interests, and learning styles.
Differentiation.PPT
1) Differentiation is a teaching approach that responds to learner needs by providing different avenues for content, process, and product based on students' readiness, interests, and learning profiles.
2) Differentiation involves using flexible grouping, tiered assignments, and varied activities to engage students in content at their level. Teachers assess students and provide appropriately challenging material for each.
3) When differentiating, teachers consider content (what students learn), process (how students make sense of content), and product (how students demonstrate learning). They vary lessons based on individual student characteristics like readiness, interests, and learning styles.
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The document discusses differentiation in the classroom. It defines differentiation as modifying instruction in response to student needs in content, process, and product. Some key points:
- Differentiation involves flexible grouping, tiered lessons, and choice. It varies based on student readiness, interest, and learning profile.
- The goals are to increase learning, confidence, motivation, and independence. Research supports that differentiation helps students learn in different ways.
- Teachers can differentiate content, process, and products. This involves varying materials, activities, and assignments based on student needs. Pre-assessments are important to understand students.
- Flexible grouping is critical, allowing instruction tailored to student needs. Groups should be purposefully designed based on
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- 1. THINK PEOPLE AND PASSIONS RATHER THAN CLASSES AND CONTENT EDUC 518 Harriet Greaney Marilupe Rodriguez Wenjie Wang
- 2. A key aspect of “partnering” education is discovering students’ passions and interests. Today’s teachers need to help students discover, understand, and develop their passions. PARTNERING + PASSIONS
- 3. LEARN ABOUT STUDENTS’ INTERESTS AND PASSIONS While partnering, it is important to know students’ passions in detail. Passion provides a source of energy that inspires learners to make an effort and determines how long they will be willing to endure an activity, how hard they will pursue it, and how much they learn.
- 4. “Passion” means a person’s central focus, what the learner cares about most, or what moves him or her emotionally. A student need not become passionate about learning English in order to succeed in English class. Rather, the student needs connect English learning to his passionate interests. Today’s students expect individualized treatment. WHY LEARN ABOUT STUDENTS’ PASSIONS?
- 5. Educators must discover the passions of individual students—the things that truly interest them—and use them as the drivers of student engagement and achievement. By accessing students’ passions, we can create individual learning that will stick in students’ minds, be valuable in their lives, and make them want to know more. PASSIONS DRIVE STUDENT ENGAGEMENT
- 6. Educators can learn from their students by helping them find their passions and by organizing class activities around the theme of self-expression. To discover students’ passions, educators can use various methods--personalized tasks, idea journals, speaking circles, or interactive questionnaires. LEARN FROM YOUR STUDENTS
- 7. HOW CAN WE USE PASSIONS? To build respect and tolerance for individuality. To inspire more variety in our lessons. To allow us to create meaningful guiding questions. To encourage us to get and give constant feedback.
- 10. Researcher Technology expert Thinker World changer Self- teacher “Professional” STUDENTS’ ROLES
- 11. Encourage variations in team work and peer- to- peer learning. Address slacker-free group work. Hold class discussions. “Circle the Chairs” Use students as assistants. MORE IDEAS
- 12. The more educators think of students as individuals with their own passions, the more we use those passions to instruct and motivate, and the more we will reach all students. Students will be motivated to take advantage of opportunities and to display greater effort and concentration. Students will reveal positive emotions such as excitement, enthusiasm, interest, and optimism during learning. CONCLUSIONS
- 13. Prensky, M. (2010). Teaching digital natives: Partnering for real learning. Thousand Oaks, CA: Corwin a Sage Company. REFERENCE