The document discusses the author's developing special education philosophy based on interviews with educators. The author incorporates aspects of various philosophies like axiology and logic, believing education should empower all students. The philosophy is implemented by setting clear expectations, promoting achievement, and creating a positive, inclusive learning environment for all students.
The document outlines a teacher's philosophy of special education which focuses on ensuring all students can learn and achieve their goals through inclusive teaching practices and making lessons relevant to students' lives, summarized by the acronym ALL S.T.A.R. It also describes the teacher's classroom management style which emphasizes consistency, character development, and positive modeling, summarized by the acronym H.E.R.O. Finally, it provides an example lesson plan for a 3rd grade social studies unit on economics.
The document discusses the key aspects of the Montessori method of education. It was developed by Dr. Maria Montessori and is a child-centered approach based on scientific observations of children's development. In the Montessori classroom, children work independently with specially designed learning materials to support their physical, social, emotional and cognitive development. The Montessori approach also benefits children with special needs through multi-sensory learning, structured routines, and opportunities for hands-on exploration and social interaction.
The document discusses a presentation created for an ICT exhibition on the theme of activity-based teaching. It covers related data on activity-based teaching at multiple educational levels. Various diagrams, equations, and data are included to demonstrate and tie together the concepts using ICT presentation tools.
This document discusses students with special needs and their education. It notes that approximately 10% of students require special education services to reach their full potential. These services are mandated by law and can include specialized instruction, materials, teaching techniques, or equipment. Students may receive services in general education classes, through consultation or from special education teachers. The continuum of placement options ranges from full inclusion to separate schools, depending on individual student needs. Teacher roles include both general and special educators collaborating to implement accommodations and ensure access to education for students with disabilities.
This document discusses inclusion in early childhood education. It provides strategies for creating inclusive classrooms and schools that embrace diversity and meet the individual needs of all students. The strategies focus on examining assumptions, using inclusive language, providing multiple examples, establishing respectful interaction rules, ensuring curriculum represents diverse perspectives, avoiding asking students to speak for entire groups, and providing accommodations for students with disabilities. Creating inclusive schools requires tailoring learning to each student, encouraging collaboration, involving families and communities, maintaining high expectations, and promoting inclusive values.
The document summarizes the Reggio Emilia philosophy of early childhood education. It was developed in Italy after World War II to create peaceful learning environments for young children. The philosophy emphasizes seeing children as capable learners, emergent curriculum inspired by children's interests, collaboration between teachers and families, and documentation of the learning process. Schools following this approach focus on child-centered learning through long-term projects, a beautiful physical environment, and an integrated educational community.
The document discusses strategies for effective teaching in inclusive classrooms. It identifies two goals of inclusive education: helping all children experience success in learning and gain independence. It describes naturalistic strategies that occur within typical classroom contexts, like incidental teaching during routines. Sociocontextual strategies foster social interaction and group learning. The document also discusses assessing effectiveness through alternative methods like child performance assessments, portfolios, and collaboration. Program evaluation involves indicators like teacher qualifications, ratios, class size, and family feedback.
The document outlines a teacher's philosophy of special education which focuses on ensuring all students can learn and achieve their goals through inclusive teaching practices and making lessons relevant to students' lives, summarized by the acronym ALL S.T.A.R. It also describes the teacher's classroom management style which emphasizes consistency, character development, and positive modeling, summarized by the acronym H.E.R.O. Finally, it provides an example lesson plan for a 3rd grade social studies unit on economics.
The document discusses the key aspects of the Montessori method of education. It was developed by Dr. Maria Montessori and is a child-centered approach based on scientific observations of children's development. In the Montessori classroom, children work independently with specially designed learning materials to support their physical, social, emotional and cognitive development. The Montessori approach also benefits children with special needs through multi-sensory learning, structured routines, and opportunities for hands-on exploration and social interaction.
The document discusses a presentation created for an ICT exhibition on the theme of activity-based teaching. It covers related data on activity-based teaching at multiple educational levels. Various diagrams, equations, and data are included to demonstrate and tie together the concepts using ICT presentation tools.
This document discusses students with special needs and their education. It notes that approximately 10% of students require special education services to reach their full potential. These services are mandated by law and can include specialized instruction, materials, teaching techniques, or equipment. Students may receive services in general education classes, through consultation or from special education teachers. The continuum of placement options ranges from full inclusion to separate schools, depending on individual student needs. Teacher roles include both general and special educators collaborating to implement accommodations and ensure access to education for students with disabilities.
This document discusses inclusion in early childhood education. It provides strategies for creating inclusive classrooms and schools that embrace diversity and meet the individual needs of all students. The strategies focus on examining assumptions, using inclusive language, providing multiple examples, establishing respectful interaction rules, ensuring curriculum represents diverse perspectives, avoiding asking students to speak for entire groups, and providing accommodations for students with disabilities. Creating inclusive schools requires tailoring learning to each student, encouraging collaboration, involving families and communities, maintaining high expectations, and promoting inclusive values.
The document summarizes the Reggio Emilia philosophy of early childhood education. It was developed in Italy after World War II to create peaceful learning environments for young children. The philosophy emphasizes seeing children as capable learners, emergent curriculum inspired by children's interests, collaboration between teachers and families, and documentation of the learning process. Schools following this approach focus on child-centered learning through long-term projects, a beautiful physical environment, and an integrated educational community.
The document discusses strategies for effective teaching in inclusive classrooms. It identifies two goals of inclusive education: helping all children experience success in learning and gain independence. It describes naturalistic strategies that occur within typical classroom contexts, like incidental teaching during routines. Sociocontextual strategies foster social interaction and group learning. The document also discusses assessing effectiveness through alternative methods like child performance assessments, portfolios, and collaboration. Program evaluation involves indicators like teacher qualifications, ratios, class size, and family feedback.
This document discusses inclusive education in India. It defines inclusive education as a system that provides opportunities for students with special needs or disabilities to pursue education alongside neurotypical students. The objectives of inclusive education are to ensure no child is denied admission, promote access to education for all, and provide support services. It aims to serve people ages 0-21 with disabilities. Challenges include enrollment and retention, but strategies exist like awareness campaigns and ensuring physical access. Teachers play a key role by supporting individual student needs. Benefits are seen through improved academic performance and grade levels over time. The conclusion states the goals of inclusive education are enrollment of all children with disabilities and providing needed support in mainstream schools.
Supportive roles of an effective early childhood teacherkena clymer
There are 5 important roles that make up an effective early childhood teacher: observer, mediator and protector, participant, stage manager, and tutor. As an observer, the teacher carefully watches students to assess their knowledge and progress. As a mediator and protector, the teacher ensures a safe environment for learning. As a participant, the teacher joins in child-led activities to model positive behavior. As a stage manager, the teacher provides materials, equipment, space and time for play. As a tutor, the teacher helps develop skills through modeling and individual instruction. Filling all these roles is important for an effective early childhood teacher.
children with special needs: inclusive education, special education and inte...Naseera noushad
presentation about education of children with special needs,how to educate children with special needs,merits and demerits of inclusive education, special education and integrated education.
Inclusive education by Nur Hafizah, Nur Izdihar, Nurdiana Hamza, Nur Hidayah ...DHIHH
Raihan, a 5-year-old child with autism, displays positive enthusiasm for activities but needs more time to understand instructions. He practices independence while participating but sometimes resists certain activities. Observations provide insights into his current experience in school as he works on developing skills with support.
There are several key points about play-based learning discussed in the document:
1) Play-based learning is defined as learning through play activities, though there is no single agreed upon definition.
2) Play contributes to brain development by shaping brain structure and strengthening pathways.
3) Both educators and parents recognize benefits of play-based learning for children's development of social, cognitive, and language skills, as well as independence and confidence.
4) However, some parents perceive play-based learning negatively and prefer more traditional, standardized testing approaches they believe better prepare children for academics.
The document discusses the Montessori method of education. It was developed by Maria Montessori, an Italian physician, in 1909. The key ideas of the Montessori method are that education should work with the nature of the child by allowing them freedom to work at their own pace using hands-on materials. This self-directed learning helps children develop self-discipline, social skills, and academic competence. The Montessori method benefits children by cultivating their natural desire to learn and work.
The document discusses different types of exceptional children including those with learning difficulties, physical disabilities, intellectual gifts, or talents. It provides characteristics of intellectually gifted children such as fast learning, strong comprehension, critical thinking, creativity, and wide-ranging interests. It also describes characteristics of children with low intelligence like short attention spans, difficulty comprehending, and slow responses. Finally, it outlines general mental characteristics that change from early to late childhood such as social awareness, attention span, memory, and ability to think abstractly.
The document discusses creating an inclusive school environment. It defines inclusive, integrated, and special education. Inclusive education aims for all students to attend their neighborhood schools and be supported in regular classrooms. The document also discusses promoting awareness of inclusive education among parents and students. Teacher development is key, and initiatives should focus on maintaining positive attitudes, providing training workshops, and integrating inclusive education into pre-service and in-service teacher training curricula. Teachers play a crucial role in successfully implementing inclusive practices.
Special needs education powerpoint educ100randeepsohal
This document discusses children with special needs, including common diagnoses like cerebral palsy, autism, Down syndrome, and speech/language delays. It addresses issues like rising numbers of special needs children versus stagnant school budgets. It also discusses resources that can help special needs children, cruel treatment some receive, equality, and ways to improve the school system to better support these children.
Chapter 1: Introduction to Special EducationSue Anderson
This chapter discusses special education, including the roles of special education teachers and other professionals. It outlines nine distinguishing characteristics of special education, including pacing, intensity, and collaboration. It also lists the 13 disability categories under the Individuals with Disabilities Education Act and notes that over 60% of students with disabilities spend most of their time in regular classrooms. The chapter concludes with qualities of being a good teacher for all students, such as respect, commitment, and evidence-based teaching approaches.
This document outlines several teaching strategies that can be used in early childhood education. It discusses strategies for problem solving, incorporating multiple intelligences, using technology, classroom management through jobs and labeling, and getting to know students. Examples are provided for each strategy. The strategies aim to engage different types of learners and teach important skills like responsibility, organization, and socialization through hands-on activities and classroom structure.
Disability Discrimination – What you need to knowShorebird RPO
The Equality Act 2010 provides disabled people with protection against discrimination within the workplace. As employers, you must make reasonable adjustments to accommodate workers with a disability and ensure you have policies in place to prevent disability discrimination.
But how do you spot a disability and what do you do if you spot one?
In this On Demand Webinar, Marie Walsh of Consillia Legal covers:
The legal definition of disability discrimination
The responsibility of the employer
Reasonable adjustments
Examples of Case Law
This webinar will appeal to all those who are responsible for, or hire staff, within their organisation. It covers recent case law and it is a great opportunity to refresh your knowledge and ensure you are operating within the law.
You can view the full webinar at the end of the slide deck and if you would like to view more on demand webinars or attend the live Shorebird RPO events, please visit http://www.shorebird-rpo.com/free-webinars
The document provides an overview of a preschool classroom management plan. It discusses arranging the physical environment into centers, creating an emotional environment to foster relationships, establishing classroom rules and procedures, using transitions activities, implementing a 1-2-3 behavior management plan, and balancing intrinsic and extrinsic motivation. The plan aims to provide structure while allowing preschoolers to explore and develop social and emotional skills.
This document discusses orthopedic impairments, which refer to severe physical impairments that negatively impact a student's educational performance. Orthopedic impairments encompass a diverse range of conditions, including neuromotor and musculoskeletal disorders. Students with orthopedic impairments may have limitations with motor skills, communication, fatigue, and participation in experiences. Teachers must be aware of signs of orthopedic impairments and ensure impacted students receive appropriate supports, accommodations, and instruction to facilitate their education.
Rudolf Steiner viewed play as essential for healthy child development and preparation for the future. His theories emphasized an education that nurtured children's senses through creative play, imitation of meaningful adult activities, and an environment of love, warmth, and gratitude. This allowed children to develop clarity, sensitivity, and strength as they concentrated, were inventive and adaptable. Practitioners can support children's development by providing resources and activities that allow imitation and preparation for life through play.
Characteristics of effective teachers in inclusive programs 2014fablantoncd
Effective teachers in inclusive early childhood programs have several key characteristics. They are knowledgeable about child development in general and understand that all children have individual needs. They work collaboratively with other professionals as part of an interdisciplinary team to meet the needs of all children. They implement developmentally and individually appropriate teaching practices and create inclusive environments where families are valued partners.
Inclusive education is educating ALL students in age-appropriate general education classes in their neighborhood schools, with high quality instruction, interventions and supports so all students can be successful in the core curriculum. Inclusive schools have a collaborative and respectful school culture where students with disabilities are presumed to be competent, develop positive social relationships with peers, and are fully participating members of the school community. Inclusive education has grown from the belief that education is a basic human right and that it provides the foundation for a more just society. All learners have a right to education, regardless of their individual characteristics or difficulties. Inclusive education initiatives often have a particular focus on those groups, which, in the past, have been excluded from educational opportunities.
The document discusses the social system of schools. It defines a social system as (1) a group of interacting elements that form a unified whole, and (2) activities and interactions of groups brought together for a common purpose. Schools are described as social systems characterized by interdependence, a defined population, and differentiation from the environment. Key elements of schools as social systems include structure, individuals, culture, politics, a technical core (teaching and learning), the environment, outputs, feedback, and effectiveness.
Cristy Carranza discusses teacher reflection and how it allows teachers to analyze lessons to improve student learning. Multiple credible sources discuss different methods for reflection, such as informal questioning after lessons or using lesson plans to note effectiveness. Reflection is important for ongoing teacher development and as a model for students to see learning as an ongoing process. Overall, teacher reflection supports student achievement by helping teachers understand student needs and design lessons accordingly.
This document outlines the author's educational philosophy. It discusses how the author has wanted to be a teacher their whole life and has chosen to teach math. The author believes the purpose of education is to give back to the world and help students prosper in life. They want to teach students how academic concepts apply to real world situations. The author plans to achieve a bachelor's degree and then a teaching certification. Their philosophy is influenced by essentialism, believing teachers should be moral leaders and confidants for students.
This document discusses inclusive education in India. It defines inclusive education as a system that provides opportunities for students with special needs or disabilities to pursue education alongside neurotypical students. The objectives of inclusive education are to ensure no child is denied admission, promote access to education for all, and provide support services. It aims to serve people ages 0-21 with disabilities. Challenges include enrollment and retention, but strategies exist like awareness campaigns and ensuring physical access. Teachers play a key role by supporting individual student needs. Benefits are seen through improved academic performance and grade levels over time. The conclusion states the goals of inclusive education are enrollment of all children with disabilities and providing needed support in mainstream schools.
Supportive roles of an effective early childhood teacherkena clymer
There are 5 important roles that make up an effective early childhood teacher: observer, mediator and protector, participant, stage manager, and tutor. As an observer, the teacher carefully watches students to assess their knowledge and progress. As a mediator and protector, the teacher ensures a safe environment for learning. As a participant, the teacher joins in child-led activities to model positive behavior. As a stage manager, the teacher provides materials, equipment, space and time for play. As a tutor, the teacher helps develop skills through modeling and individual instruction. Filling all these roles is important for an effective early childhood teacher.
children with special needs: inclusive education, special education and inte...Naseera noushad
presentation about education of children with special needs,how to educate children with special needs,merits and demerits of inclusive education, special education and integrated education.
Inclusive education by Nur Hafizah, Nur Izdihar, Nurdiana Hamza, Nur Hidayah ...DHIHH
Raihan, a 5-year-old child with autism, displays positive enthusiasm for activities but needs more time to understand instructions. He practices independence while participating but sometimes resists certain activities. Observations provide insights into his current experience in school as he works on developing skills with support.
There are several key points about play-based learning discussed in the document:
1) Play-based learning is defined as learning through play activities, though there is no single agreed upon definition.
2) Play contributes to brain development by shaping brain structure and strengthening pathways.
3) Both educators and parents recognize benefits of play-based learning for children's development of social, cognitive, and language skills, as well as independence and confidence.
4) However, some parents perceive play-based learning negatively and prefer more traditional, standardized testing approaches they believe better prepare children for academics.
The document discusses the Montessori method of education. It was developed by Maria Montessori, an Italian physician, in 1909. The key ideas of the Montessori method are that education should work with the nature of the child by allowing them freedom to work at their own pace using hands-on materials. This self-directed learning helps children develop self-discipline, social skills, and academic competence. The Montessori method benefits children by cultivating their natural desire to learn and work.
The document discusses different types of exceptional children including those with learning difficulties, physical disabilities, intellectual gifts, or talents. It provides characteristics of intellectually gifted children such as fast learning, strong comprehension, critical thinking, creativity, and wide-ranging interests. It also describes characteristics of children with low intelligence like short attention spans, difficulty comprehending, and slow responses. Finally, it outlines general mental characteristics that change from early to late childhood such as social awareness, attention span, memory, and ability to think abstractly.
The document discusses creating an inclusive school environment. It defines inclusive, integrated, and special education. Inclusive education aims for all students to attend their neighborhood schools and be supported in regular classrooms. The document also discusses promoting awareness of inclusive education among parents and students. Teacher development is key, and initiatives should focus on maintaining positive attitudes, providing training workshops, and integrating inclusive education into pre-service and in-service teacher training curricula. Teachers play a crucial role in successfully implementing inclusive practices.
Special needs education powerpoint educ100randeepsohal
This document discusses children with special needs, including common diagnoses like cerebral palsy, autism, Down syndrome, and speech/language delays. It addresses issues like rising numbers of special needs children versus stagnant school budgets. It also discusses resources that can help special needs children, cruel treatment some receive, equality, and ways to improve the school system to better support these children.
Chapter 1: Introduction to Special EducationSue Anderson
This chapter discusses special education, including the roles of special education teachers and other professionals. It outlines nine distinguishing characteristics of special education, including pacing, intensity, and collaboration. It also lists the 13 disability categories under the Individuals with Disabilities Education Act and notes that over 60% of students with disabilities spend most of their time in regular classrooms. The chapter concludes with qualities of being a good teacher for all students, such as respect, commitment, and evidence-based teaching approaches.
This document outlines several teaching strategies that can be used in early childhood education. It discusses strategies for problem solving, incorporating multiple intelligences, using technology, classroom management through jobs and labeling, and getting to know students. Examples are provided for each strategy. The strategies aim to engage different types of learners and teach important skills like responsibility, organization, and socialization through hands-on activities and classroom structure.
Disability Discrimination – What you need to knowShorebird RPO
The Equality Act 2010 provides disabled people with protection against discrimination within the workplace. As employers, you must make reasonable adjustments to accommodate workers with a disability and ensure you have policies in place to prevent disability discrimination.
But how do you spot a disability and what do you do if you spot one?
In this On Demand Webinar, Marie Walsh of Consillia Legal covers:
The legal definition of disability discrimination
The responsibility of the employer
Reasonable adjustments
Examples of Case Law
This webinar will appeal to all those who are responsible for, or hire staff, within their organisation. It covers recent case law and it is a great opportunity to refresh your knowledge and ensure you are operating within the law.
You can view the full webinar at the end of the slide deck and if you would like to view more on demand webinars or attend the live Shorebird RPO events, please visit http://www.shorebird-rpo.com/free-webinars
The document provides an overview of a preschool classroom management plan. It discusses arranging the physical environment into centers, creating an emotional environment to foster relationships, establishing classroom rules and procedures, using transitions activities, implementing a 1-2-3 behavior management plan, and balancing intrinsic and extrinsic motivation. The plan aims to provide structure while allowing preschoolers to explore and develop social and emotional skills.
This document discusses orthopedic impairments, which refer to severe physical impairments that negatively impact a student's educational performance. Orthopedic impairments encompass a diverse range of conditions, including neuromotor and musculoskeletal disorders. Students with orthopedic impairments may have limitations with motor skills, communication, fatigue, and participation in experiences. Teachers must be aware of signs of orthopedic impairments and ensure impacted students receive appropriate supports, accommodations, and instruction to facilitate their education.
Rudolf Steiner viewed play as essential for healthy child development and preparation for the future. His theories emphasized an education that nurtured children's senses through creative play, imitation of meaningful adult activities, and an environment of love, warmth, and gratitude. This allowed children to develop clarity, sensitivity, and strength as they concentrated, were inventive and adaptable. Practitioners can support children's development by providing resources and activities that allow imitation and preparation for life through play.
Characteristics of effective teachers in inclusive programs 2014fablantoncd
Effective teachers in inclusive early childhood programs have several key characteristics. They are knowledgeable about child development in general and understand that all children have individual needs. They work collaboratively with other professionals as part of an interdisciplinary team to meet the needs of all children. They implement developmentally and individually appropriate teaching practices and create inclusive environments where families are valued partners.
Inclusive education is educating ALL students in age-appropriate general education classes in their neighborhood schools, with high quality instruction, interventions and supports so all students can be successful in the core curriculum. Inclusive schools have a collaborative and respectful school culture where students with disabilities are presumed to be competent, develop positive social relationships with peers, and are fully participating members of the school community. Inclusive education has grown from the belief that education is a basic human right and that it provides the foundation for a more just society. All learners have a right to education, regardless of their individual characteristics or difficulties. Inclusive education initiatives often have a particular focus on those groups, which, in the past, have been excluded from educational opportunities.
The document discusses the social system of schools. It defines a social system as (1) a group of interacting elements that form a unified whole, and (2) activities and interactions of groups brought together for a common purpose. Schools are described as social systems characterized by interdependence, a defined population, and differentiation from the environment. Key elements of schools as social systems include structure, individuals, culture, politics, a technical core (teaching and learning), the environment, outputs, feedback, and effectiveness.
Cristy Carranza discusses teacher reflection and how it allows teachers to analyze lessons to improve student learning. Multiple credible sources discuss different methods for reflection, such as informal questioning after lessons or using lesson plans to note effectiveness. Reflection is important for ongoing teacher development and as a model for students to see learning as an ongoing process. Overall, teacher reflection supports student achievement by helping teachers understand student needs and design lessons accordingly.
This document outlines the author's educational philosophy. It discusses how the author has wanted to be a teacher their whole life and has chosen to teach math. The author believes the purpose of education is to give back to the world and help students prosper in life. They want to teach students how academic concepts apply to real world situations. The author plans to achieve a bachelor's degree and then a teaching certification. Their philosophy is influenced by essentialism, believing teachers should be moral leaders and confidants for students.
CHAPTER 7Developing a Philosophy of Teaching and LearningTeacJinElias52
CHAPTER 7
Developing a Philosophy of Teaching and Learning
Teacher Interview: Heather Cyra
Heather Cyra has been a teacher at Guild Gray Elementary School for four years. Approximately 600 students attend kindergarten through fifth grade at Guild Gray. The school is located between an older, well-established neighborhood and low-rent apartment complexes. Student enrollment fluctuates at the school, and teachers may be asked to change grade levels when populations at specific grade levels decrease or increase. Ms. Cyra began teaching first grade but after one year she was moved to fifth grade. For as long as she remembers, she wanted to be a teacher. She knew that there would be challenges and rewards in teaching, but teachers make a difference in the world. She wanted to be creative and use the natural skills she possesses for helping people learn.
What do you see when you see excellence in teaching?
I see someone who is organized and has created an enjoyable, engaging environment—teachers who keep the students engaged in learning and also help everyone learn. I see excellence in teaching when I see teachers who have “fun” with their students; teachers who listen to their students and keep the students from being bored. Excellence in teaching is also surprising the students with unexpected activities, rewards, or information.
How do you know when your students are learning?
There are many ways to know that students are learning. You can often tell just by the looks on their faces that show whether they are confused or enlightened. You can tell by verbal cues from how the students respond to the questions you ask or how they contribute to class discussions. You can tell from a written assessment or merely a show of hands. If they are not responding the way I expect them to then I realize I have to reteach a concept or go back over something that may not have been explained in a way that they can understand. If you are tuned in to your students it is quite easy to tell when students have checked out by the way they look at you or don’t and by the responses they give you.
What brings you joy in teaching?
When I see how far the students I started out with grow in a year. By keeping track of their stages of development, I can see how much they have learned and how their attitudes and behavior have developed. When my students tell me at the end of the year that they don’t want to leave, I know that I have created a warm, nurturing environment. I feel like I am doing something right. It’s not entirely about what the tests say. As long as they’re learning, showing growth, and enjoying themselves in school and have enjoyed their fifth-grade experience I am happy and feel like I have done my job.
How did you develop a personal philosophy of teaching?
I constructed my philosophy one course at a time through integration of the most prominent and influential pieces of knowledge from each professor and textbook. During the course in special education my ...
The document outlines Mary Lee's educational philosophy. It discusses how in the 21st century, education needs to focus on skills like critical thinking, communication, and problem solving. Mary Lee's goals as a teacher are to challenge students to achieve their highest potential and develop skills like creative thinking, problem solving, and collaboration. She believes in facilitating a student-centered learning environment that addresses different learning styles and helps students become self-directed, lifelong learners prepared for college and careers.
The document outlines Mary Lee's educational philosophy. She believes students should develop skills like critical thinking, problem solving, and collaboration. Her goals are to challenge students to excel, guide them to become self-directed learners, and prepare them for college. She thinks it is important to consider students' learning styles and needs. Parents can expect her to provide a caring learning environment and communicate about their child's progress. She believes in facilitating student-centered, collaborative, and technology-enhanced learning to develop skills needed for the 21st century workplace.
The document outlines Gregory Bennett's teaching philosophy. He discusses wanting to be an effective teacher rather than just a good teacher. He believes in engaging students through communication and discussion, addressing individual student needs, and ensuring students have a deep understanding of concepts through active learning rather than just knowledge. His goals are to reduce times students feel they have failed and increase times they feel accomplished by carefully planning flexible lessons tailored to individual needs.
Gail Bentley's philosophy of education focuses on critical thinking skills, relevance to life outside the classroom, and honoring multiple learning styles. She believes education should develop problem solving abilities rather than just memorizing facts. Classroom learning should be applicable to students' lives and consider their developmental experiences. Teachers should address different learning styles to make material more interesting and easier to understand. Both teachers and students share responsibilities in the learning process to support different styles and adapt instruction. Bentley finds that teaching and learning have an exponential impact on her knowledge as she integrates new information with life experiences.
The document discusses the evolution of the author's personal teaching philosophy over the course of a Professional Studies module. At the start, the author's goals were to transfer knowledge to students in a unique way that would empower them. Throughout the module, the author's philosophy was influenced by topics like social justice, gender socialization, and service learning. The author learned to consider diversity and avoid discrimination. Experiences teaching in a rural school further shaped the author's approach to value each student's individuality and culture. By the conclusion, the author's philosophy had developed to include ensuring an inclusive environment that motivates students' curiosity and development.
John Dewey believed that teachers are responsible for shaping proper social life, not just educating individuals. The author sees teaching as an essential profession on par with doctors and scientists. Their personal philosophy of education involves creating an environment that facilitates learning through academic debate and showing students that learning is exciting, not boring. As a facilitator, the author aims to influence students positively and give each one a fair chance to succeed. They hope to utilize technologies like smartphones, computers and social media to make learning accessible and fun for students in today's digital world. The author views their philosophy as constantly evolving based on their teaching experiences.
This document outlines a philosophy of education focused on pragmatism and progressivism. The key points are:
1) Effective teaching requires a student-centered approach where students enjoy learning and their needs are met through group work and experiential learning.
2) The purpose of education is to teach students how to think critically by considering different issues and perspectives, rather than what to think.
3) A supportive learning environment is important, where students receive care, respect, and are able to imitate positive values.
4) Assessments should be fair, promote critical thinking, and use both formal exams and informal observations.
This reflective essay discusses the author's experience in a select Lincolnshire project during their MBA program. It analyzes their role in the project team and reflects on their personal strengths and weaknesses. The author segments their reflective journey to display perspectives on team dynamics. This provides a means to understand current abilities and areas for improvement, and how they have capitalized on opportunities through the experience.
The document summarizes the author's teaching philosophy which focuses on three primary themes: creating a safe and inclusive learning environment, considering students' developmental levels, and blending theoretical knowledge with applied skills practice. Specifically, the author emphasizes making students feel comfortable sharing ideas without judgment, adjusting teaching methods to match students' experience levels, and pairing lectures with practical exercises. The goal is to graduate competent scholar-practitioners who are personally transformed by their training.
This document discusses reflective practice for teachers. It suggests that reflective practice is an important tool for teachers to improve their teaching practice, learn about their own values and attributes, and gain greater knowledge of student needs. Reflective practice allows teachers to plan lessons that work for different students and adapt their strategies to best support each child. The document also discusses how reflecting on placements helped the author track their progress, understand what was going well and not as well, and make action plans to develop further with guidance from tutors and supervisors.
An Effective Teacher Essay
My Career as a Teacher Essay
My Teaching Philosophy Essay
Being a Teacher Essay
Essay about Teachers and Students
Essay on The Teaching Profession
1. My Special Education Philosophy
SPE-330Special Education Foundations and Framework
April 28, 2013
Holly Love
2. Introduction
In my journey to become an educator I have encountered several people along the way
that have helped me shape what are my views for education and learning. I have been very
fortunate enough to observe in an inclusion setting and self-contained classroom as well.
Interviewing and studying the methods of the educators that I have been able to observe have
helped me tremendously. Whether the interviews used in this essay were conducted face to face
or via electronic communication the spirit of what educators hold dear poured from their words.
Education is more than just the lessons that we teach but it is the lessons we learn from our
students, the experiences we have along the journey with our students and the discovery of self
around each turn.
Section One
The first section of developing my Special Education Philosophy was to think about the
different philosophies that will sculpt my philosophy. In everything there is a sense of logic or
purpose. There are laws or boundaries that contain or shape our thinking, beliefs, and values.
Knowing what I hold as the most important building block of my philosophy is what will
strengthen me in my journey as an educator when I may question why I chose this profession. I
asked the question which philosophy you incorporate into your professional operation in
education: metaphysics, epistemology, axiology, or logic or do you use a mixture of the
philosophies. Conducting interviews with various educators from a self-contained setting or
inclusive setting and with a principal I received a wealth of information. When I discussed what
their principles or theories were for education I had a wide range of answers. According to J.
Boykins (personal communication, 2013), “I assume the axiological perspective towards
3. education. My philosophy is that every child should be empowered through education. Education
is empowering on all levels regardless of the disability”. What I took from her statement was
education has the value of empowering students no matter what their disability. According to
M.J. Bender (personal communication, 2013), “I feel that a combination of all them
(philosophies)”. Another educator Marcus Hawkins stated (personal communication, 2013), “I
believe that I’m more of a logical teacher. My main purpose is for each student to become active
learners. I want them to be aware of the outside world. I want them to separate truth from fiction
and real from make believe. Once students are able to understand the difference, then they can
make their own decisions about their lives”. He wants students go beyond the classroom and get
a real grasp of learning where it is applicable for them. It is one thing to learn it in a classroom
but it is another thing to have to apply it outside the classroom in life. James Urquhart, the
principal that I interviewed to get an administrator’s view of Special Education Philosophy stated
(personal communication, 2013), “I believe it is important to incorporate a mixture of
philosophies to meet the individual needs of each student. My philosophy is a school,
administrator, and/or teacher should do whatever it takes to meet the individual needs of each
child”. Reading their responses as well as a few others that contributed to my learning process I
have come to understand that although I may lean towards being logical and axiology I do
incorporate all into my personal philosophy.
Section Two
Taking into consideration about the theory of metaphysics and epistemology it is not that
I do not chose to include them in my philosophy because they are there on some level. However
they are not the building blocks for what my philosophy is built upon. According to J. Boykins
(personal communication, 2013), “Metaphysics is a philosophy that I would be less likely to use
4. when working with my students because it is limiting”. Interestingly enough Marcus Hawkins
stated (personal communication, 2013), “I would use all. I think you need to use metaphysics and
epistemology because you have to think outside the box when creating lessons for special needs
children”.
The educator that I observed Richard Romeo stated (personal communication, 2013), “As
a special education teacher and educator I believe that incorporating all philosophies into your
classroom is empowering and rewarding. However there are some components or beliefs within
a philosophy that I don’t necessarily agree with. For example: one component of pragmatism is
that pragmatist’s believe that teachers are supposed to help students examine and clarify their
values. Even though this is true I feel that in order for students to truly understand the material,
students should examine and clarify their own values. Teachers can provide explanation if a
student asks for it but overall the teacher shouldn’t examine values because eventually they will
instill their views on the student for their benefit in my opinion. Values should be clarified by
family members, not teachers”. I agree that we as educators have to help students examine but
we should do it from a point of view that does not push our beliefs onto the student.
One thing that was brought to my attention that I had not really thought of is how
educating students maybe looked at as a “factory production” view, sort of like using one
template for all. Although I had not thought of it as a philosophy in some ways it seems to be one
or at least portrayed on some levels in education. According to Clee Lee (personal
communication, 2013), “The philosophy that all children should be treated the same way and
have the same expectations”. The meaning I took for that is all children learn differently and at
different stages, so for myself as an educator to expect the same out of two different students
with the same disability is truly unfair and inexcusable, therefore never put into practice by me.
5. Section Three
According to M. Hawkins (personal communication, 2013), he stated “Emotional: This is
probably one of my weaknesses. With emotional students, I tried to talk to them logically.
Axiology is probably sufficient with this type of disorder. Physical, Mental, and Social: I
understand their limitations so I would use logic to develop lessons that will satisfy their
limitations. If they have social limitations, I would not give them low marks because they were
unable to present in front of the class”. This gives me a format to look to when I work with
various disabilities and how to sculpt/guide those students to where the end result is for them in a
respectful way. R. Romeo (personal communication, 2013), stated “My philosophy indicates that
teachers should always emphasize discipline in their classrooms and set clear expectations
through classroom rules and procedures. Teachers should teach to meet the individual needs of
the students. They should manage their classrooms and have a mutual respect with their students.
Teachers should never be arrogant, sarcastic, negative, or show favoritism. Instead, teachers
should create a positive learning environment that is inviting to all types of learners. Teachers
should provide immediate feedback and always speak in a positive way”. Principal Urquhart
(personal communication, 2013), echoed the thoughts of Mr. Romeo in saying “My philosophy
is that you do whatever you can to allow students to achieve success. High expectations should
be set for all students with clear rules and procedures. A positive learning environment is critical
for student success”. In setting my personal philosophy in word I will make sure that I also set it
in deed/actions when working with my students and setting the atmosphere in the classroom. The
breakdown for each disability being addressed by my philosophy would be: (1)emotional-set an
atmosphere that promotes achievement and gives feedback in a positive & constructive way that
builds the student up, (2)physical- have a classroom that is accessible for students and have
6. available resources for those needs of my students, and (3) mental and/or social- provide stable
and positive activities as well as a calm environment that allows the student to learn in a safe
space or stress free space but also equip the student with techniques (actions and consequences)
that allow them to release their emotions but in a safe and positive way.
Section Four
The way that I would implement my philosophy in an inclusive classroom would be that
my classroom is not only stated to be a safe space but it would be structured to be one as well.
There would be a list of expectations that would be posted in the room where it would be
accessible to all students to see. We would also go over those expectations at minimum twice a
week, preferably at the beginning and ending of the week. That way we can start off the week
with what we want to accomplish but end the week with what we did get accomplish. My
thinking is that in doing this we as a class can see what we did well and what we have to work on
next time but celebrate what we got done that week. This would create a more positive
atmosphere, promote learning and create a more cohesive community of learners.
Implementation of my philosophy in a self-contained classroom would look pretty much
the same but we would go over our expectations daily before class starts and once class is done
at the end of the day. This would be also built in as part of a daily checklist to not only hold
myself accountable but to hold the students accountable as well. Breaking it down to a daily
activity instead of a checklist for the beginning of the week and ending of the week is to keep the
self-esteem of my students high due to being in a particular classroom all day. There may be
more of a need to promote the achievements of the class more than just twice a week.
Section Five
7. My mission statement as a special educator is simply this “My mission to my students is
to educate, respect, learn from, laugh with, grow with and honor them. My mission to my
profession is to promote, advocate, develop, and challenge my fellow educators to the
professional level that exemplifies a Special Educator. My mission to the parents of my students
is to each day making sure that I attempt to adhere to the mission of my students and my
colleagues.”