In my classroom, I would like to
encourage students to think of school like an adventure, similar to Quinn. Quinn states, “An adventure… begins because of human desire, a drive to experience that which is
hidden and unknown” (Quinn, 149) and compares education to a journey where students need
to have the aspiration and ambition to want to learn and absorb new ideas or
perspectives. I want students to feel as though their educational journey is
full of excitement and discovery, not that they are forced to be there. Through
inquiry-based learning and classroom discussions I would like to encourage the
students to discover the things that interest them while helping them achieve
the outcomes from the Program of Studies.
Horwood believes that many of the faucets of adventure are present in education: uncertain outcomes, risk, inescapable consequences, energetic action and willing participation (Horwood, 9). I believe it is my role as an educator to give students the opportunity to participate in learning activities with uncertain outcomes while providing a safe environment for my students while they take risks. Additionally, I believe that it is “essential for teachers and students together, to seek to do their utmost with hands, heads and hearts” (Horwood, 12). I believe this is essential because there must be a sense of adventure for both the student and the teacher; it cannot be a one way street otherwise growth and learning cannot take place and what one learns must be put into action. Together, with the philosophies of Quinn and Horwood, I can create a spirit of adventure and encourage every individual to have a greater sense of what they are capable of and open up the world in which they live in.
In addition to Quinn and Horwood, John Dewey’s philosophy of experiential education rings true for me. Dewey’s key point for me was about the role of a teacher in terms of classroom management. Teachers, in terms of social control, are to “provide direct intervention [and] keep order” in the classroom; however, sometimes keeping order doesn’t mean doing what we want. Sometimes having good classroom management is achieved by being flexible and handing over the reins the students so they can have a “quality educative experience” (Dewey, 62). I believe that I can provide a variety of these opportunities with the way I arrange my classroom, set up lessons and interact with my students. I would like to have my students arranged in pods so that they are able to collaborate and learn from each other which puts some responsibility onto the students. I believe that being ‘the boss’ is not how I should be viewed but rather as a leader. By stepping away from rows, encouraging student interactions and having discussions with my students about their learning I am able to step into a leadership role.
The best teachers
in my life have been the ones who accept they are not always right and are
willing to learn. I have come to accept that I am human, that it is alright to
be wrong and that even a strong leader is able to learn from their
uncertainties. I believe that always being ready and willing to learn from your
students is important because, as one individual, you are not able to learn and
experience everything yourself. I hope to learn from my students while I am
guiding them through their education. I also believe this allows students to
feel a sense of accomplishment and strengthen their confidence.
I am extremely passionate about fine arts and believe that drama, music and art can be implemented into various areas of the curriculum to enhance student learning. I believe that drama and art can evoke the students imaginations while expanding on prior learning and gaining new knowledge. Additionally, all three allow students to express themselves and they can show what they know in a variety ways. Kieran Egan believes that imaginative education is very important for children to learn as "[imaginative education] is a new approach to education that effectively engages students' imaginations in learning" (IERG, 2008). Imaginative education provides students with cognitive tools that are "for making sense of the world and acting more effectively within it" (IERG, 2008); such as, storytelling, metaphors and binary oppositions.
My hope is to engage students' imaginations with inquiry-based assignments and other engaging projects so they can show me what they know and what they are capable of. This allows them to challenge themselves and fits into universal design for learning for the students in my classroom.
Another important aspect, that is close to my heart, is the implementation of accommodations, modifications and adaptations for students who require them or could benefit from them. I worked with students with disabilities for my community rehabilitation class and was able to learn that there are a wide variety of learning needs. I hope to provide lessons that can accommodate all students and set them up for success. There are several ways to do this such as including them in lesson plans, having support systems set in place and having open communication with the administration, parents and the student.
Communication is one of the most important aspects of working in a school. I believe it is important to have open communication with all students in order to learn about them, build trust and have a positive relationship for learning. By getting to know my students I am able to identify their needs and provide required support. additionally, my students will be able to feel safe and comfortable enough to share in class and confront my if they do not understand or feel I misunderstood them.
It is also important to keep communication open and honest with parents because they are the first teachers of their children. One of my partner-teacher's told me that staying in constant contact, whether through meal or growth journals, is very valuable. It keeps parents up to date and keeps surprises out of the mix. When it comes time for parent-teacher interviews the students are already mostly up to date and we are able to have a conversation about the student and set goals rather than play catch up.
The core competencies of 21st Century Learning are entrepreneurial spirit, engaged thinking and ethical citizenship. The sub-categories of these competencies are: digital literacy; critical thinking and problem-solving; collaboration and leadership; lifelong learning self-direction and personal management; creativity and innovation; social responsibility and cultural, global, and environmental awareness; and communication. In my opinion these competencies are excellent to incorporate into your teaching. They provide great guidelines for me as a teacher and encourage learning for the students.
Lastly, the integration of technology into a classroom can be beneficial in a variety of ways. It can be used as a supportive tool for students with various learning needs and used as a resource for all students in the classroom. In one of my observations, the students used Raz-kids to enhance their literacy and comprehension skills. They can read books at their own pace or the computer will read the book aloud for them. This provides students who are auditory or visual different opportunities and, at the end of the reading, they do a short comprehension quiz. Raz-kids keeps track of their reading and how well they do on the quiz which helps teachers see where a student is struggling.
In conclusion there are a variety of methods for a teacher to provide a optimal learning environment. In my teaching, I want to provide a safe classroom for students to grow and excel with content from the curriculum and the goals they want to pursue. I want education to feel like an adventure and let students take risks so they can learn for themselves but not be afraid to fail. I believe that setting students up to succeed is of quintessential importance: whether that is through technology, creativity or inquiry-based projects. I want to encourage students to use their imaginations by creating interdisciplinary lessons and connecting material to their lives outside the classroom walls. I also want to strive to have open communication with students and parents so that there are no surprises and students can receive all the support they need. These are all important attributes because because these attributes are the foundation of good teaching and represent the core competencies that the Ambrose program promotes for their teachers.
References
Horwood, Bert (1999). Educational Adventure and Schooling. John Miles & Simon Priest (Eds), Adventure Programming (9-13). Pennsylvania: State College.
Quinn, William. (1999). The Essence of Adventure. John Miles & Simon Priest (Eds), Adventure Programming (149-151). Pennsylvania: State College.
Dewey, John (1938). Experience and Education. New York: Touchstone Publications.
Johnson, T.W & Reed, R.F (2012). Philosophical Documents in Education (4th ed.). Upper Saddle River, New Jersey: Pearson Education Inc. Pg. 253-276.
http://education.alberta.ca/teachers/aisi/themes/21-century.aspx