Jaime

Jamie Jones November 5, 2010 Teaching in a Diverse Society Chapter 10 Reflection Chapter Ten, talks about how schools are financed, the conflicts between schools and taxpayers, and how educational finance affects teacher’s professional teaching goals. I feel that taxpayers should have an opinion and right to know what schools are doing with their tax dollars. However, taxpayers should not take their anger out on the teachers who are teaching their children. I do not think taxpayers understand the amount of money that is needed to provide their children with certain services, facilities, and materials; therefore, they argue and fight against school boards causing teachers to get the raw end of the deal. In dispute to this argument, I think most taxpayers are struggling to make ends meet; therefore, there should not be an increase in school funding for taxpayers. While some people are seeing pay decreasing or losing their jobs the state is increasing taxes. In addition, in the article, // Message to Chester County School Boards... “The Well is Dry!” // the author talks about the debate of increasing taxes in order to better educate students. While some people believe that increasing school funding will help teachers better educate their children, others feel that the school should cut out programs with low enrollment instead of taking more money from the public. In addition to this argument, there is a big dispute between the teachers and taxpayers in Neshaminy School District. On the website, neshaminytaxpayers.com, there was an article titled, // Neshaminy School District Taxpayers Fact Sheet. //Neshaminy School District teachers are arguing against taxpayers because they are not willing to take a pay freeze; therefore, taxpayers are doing everything in their power to negotiate a fair school budget so that they do not have to pay higher taxes. Chapter 11 Reflection Chapter 11, // The Child’s World Beyond the Classroom //, talks about how experiences outside of school alter students’ education. According to the book, nineteen percent of all children live in poverty today and forty percent of children who live in a single-parent home without a father live in poverty (pg. 283). Poverty can affect a child’s education, attitude, and outlook on school. For example, if a child comes to school hungry because their parents cannot afford to feed them, they are not going to be focused on learning. In addition, the article, // The Effects of Poverty on Teaching and Learning, // talks about poverty as a major at-risk factor for academic failure. Some other factors that may also place a child in poverty at-risk for academic failure are single or low educational level parents, unemployment, abuse and neglect, substance abuse, or homelessness. I think as future teachers we need to know how to handle, work with, and motivate all different types of children from diverse economic backgrounds. We also need to teach our students that everyone should be treated the same regardless of ethnicity, color, or economic background. Teachers have a major impact on helping students succeed in their future; therefore, we need to do anything in our power to help our students do their best in and outside of the classroom. If we provide help for students at an early age we could decrease the risk of teen pregnancies, sexually transmitted diseases, and teen suicides. According to the article, // After Long Decline, Teenage Pregnancy Rate Rises, // teenage births to young women ages fifteen to nineteen rose from 2005 to 2006 and again from 2006 to 2007. If students do not have guidance from a parent or someone outside of school they might not no who to turn to if they need help, resulting in runaways or teen suicides; therefore, we, as teachers, can be the ones to provide that guidance.

Works Cited Lewin, T. (2010, January 26). // After long decline, teenage pregnancy rate rises. // Retrieved from [] // Neshaminy school district taxpayer fact sheet. // (n.d.). Retrieved from [] Pellini, K.M. (n.d.). // The effect of poverty on teaching and learning. //Retrieved from [] Scriboni, V. (2010, July 12). // Message to chester county school boards…”the well is dry!”. //Retrieved from [|http://paconservativecouncil.com/2010/07/12/message-to-chester-county- school-boards- the-well-is-dry/] Segall, W. E. (2004). // Introduction to education: teaching in a diverse society. //Maryland: Rowan & Littlefield Publishers, Inc.

Jamie Jones Dr. Patty Williams EDUN 105 December 7, 2010 Educational Philosophy I believe that each child is a unique individual who needs comfort, security, and an environment that provides for social, emotional, and intellectual growth. Each individual child learns differently; therefore, they need to be in an environment that encourages all different types of learning, including auditory, visual, and kinesthetic learning. For example, Howard Gardner’s Multiple Intelligences Theory, states, “Students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways (“Multiple Intelligences”).” I believe students should be provided with the best possible learning experience; therefore, as a future teacher I will create my lesson plans around their individual learning styles and needs. It is my goal as an educator to create an environment that promotes risk taking, the exploring of ideas, the sharing of ideas, and respect for everyone and everything. A child’s education is more than just learning the curriculum it also helps them grow as an individual through forming relationships, building confidence, and providing a sense of comfort and security. As an educator I believe there are four main things that help contribute to student’s success, teachers need to make students aware that they are making progress, make learning entertaining, give students choices, and allow students to give something back. I feel that it is very important to make students aware that they are making progress. Students need to feel a sense of achievement and pride in their school work; therefore, building their self confidence and encouraging them to try their hardest. I believe Abraham Maslow’s Hierarchy of Needs plays a big role in a child’s life. Maslow’s fourth level of his Hierarchy of Needs is Needs for Esteem. This level states that humans have a need for a stable, firmly based, high level of self-respect, and respect from others. When these needs are satisfied, the person feels self-confident and valuable as a person in the world. However, if these needs are frustrated, the person feels inferior, weak, helpless, and worthless (“Maslow’s Hierarchy of Needs”). For example, during an observation in a kindergarten classroom, I was sitting talking to the teacher when she pulled aside a student. She quietly told the student how good he was doing and that she was very proud of him. The student showed a boost in self confidence by responding to the teacher with a huge smile and a hug. When teachers praise students for their hard work, they are giving students a sense of comfort, security, and self-worth; therefore, contributing to a child’s desire to succeed. Making learning enjoyable is one of the most important aspects of teaching. I believe children are more engaged and focused on learning when teachers turn learning into a pleasurable experience. It is very important for students to look at learning as fun and entertaining earlier on in life; therefore, they value and look forward to the learning process as they grow older. I also believe in John Dewey’s theory of Learning by Doing, which is learning occurs through experience. If students are actively engaged in lessons, they are more likely to have an easier time comprehending and referring back to material in the future. For example, when I was in third grade I struggled learning my times tables; however, instead of sitting for hours trying to drill the times tables into my head, my teacher made a game out it. We would play a game called “Times Tables Around the World.” My third grade teacher not only helped the class learn their times tables but also made learning fun and easy. As a future educator I plan on using my own personal experiences and knowledge to make learning fun and memorable for my future students. I believe students need to have a sense of independence and have some control over what they learn in the classroom; therefore, students need to be given opportunities to make their own decisions. Promoting independence in the classroom will allow students to take responsibility for their own thinking and learning. In addition, I believe that giving students choices will help them determine and work off of their strengths and weaknesses. As a future educator I want to be able to give each student individual attention. However, with a large class there is not enough time in the school day to meet the needs of each individual student; therefore, students need to learn to rely on their own choices and decisions instead of relying solely on the teacher. I also believe it is important to give students the opportunity to give something back. Students are always taking place in the learning process; however, they need to be able to take what they have learned and apply it to teaching or working with other students. For example, when I was in fifth grade I was given a second grade buddy. Every Friday, my fifth grade class would go down to the second grade classroom and work with our buddies on math or reading. It was not only an enjoyable experience for my buddy and me, but I also felt good about giving something back. Working with my second grade buddy helped me realize that I wanted to be a teacher when I grew up. I also believe that working with other students increases one’s confidence and self-worth. If students are given the chance to give something back to the school or another student, it will improve student’s academic and social behaviors. As a future educator I believe it is very important for children with special needs to be in a least restrictive environment. Whether a child is a straight “A” student or one with a disability, they are equal; therefore, every child should have the opportunity to interact and participate in a general education classroom. I also believe inclusion will promote diversity and equality in the classroom. Today, we teach students that just because someone looks or acts differently does not mean they are any different. If we take a child with a disability completely out of a general education classroom we are telling students that they are different from everyone else; therefore, they should be treated differently. I believe in promoting inclusion in the classroom and giving students with disabilities the same atmosphere and education as a student in a general education classroom. I believe being an educator is more than teaching lessons and grading papers. An educator must be able to build relationships with students and parents, and share their love for learning with their students. As a future teacher it is my job to help students grow socially, emotionally, and intellectually by providing an environment that encourages learning, taking chances, and respecting others. Today, students need more than just an education; they also need someone who is caring, sensitive, and understanding to their individual needs. Students need to feel a sense of comfort and security when they come to school; therefore, teachers need to promote an environment that not only encourages learning but building relationships at the same time. As a future teacher I hope to instill my love for learning into my students and strive to be the best teacher I can be.

Bibliography Lane, Carla. “Multiple Intelligences.” //TecWeb//. The Distance Learning Technology Resource Guide, n.d. Web. 6 Dec 2010.  “Outline of Educational Learning Theories and Theorists.” //Teacher’s Garden//, n.d. Wed. 6 Dec 2010.<http://www.teachersgarden.com/professionalresources/learningtheorists.html> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Simons, Janet. “Maslow’s Hierarchy of Needs.” The Search for Understanding, n.d. Web. 6 Dec 2010. < <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; text-decoration: none; text-underline: none;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">>

Jamie Jones October 16, 2010 Teaching in a Diverse Society Chapter 7 Reflection Chapter Seven was about learning and teaching in the classroom. I was amazed to learn about the different types of curriculums in today’s classrooms. Three different categories of curricula are learner-centered, needs of society, and academic subjects. A learner-centered curriculum is based on students’ interests and their motivation to learn. According to the article, //Learner-Centered vs. Curriculum-Centered Teachers: Which Type Are You,// the teacher’s role in a learner-centered classroom is to facilitate growth by utilizing the interests and unique needs of students as a guide for meaningful instruction. A learner centered curriculum would not only capture the students’ interests but also allow students to have some control over how they learn. A needs of society curriculum is based on helping students learn to become productive members of society. Students not only would learn responsibility but also feel a sense of importance and accomplishment for being an active member of society. An academic subject curriculum is based strictly on subject areas. A teacher who teaches an academic subject curriculum determines what should be taught, how it is taught, and the time frame it is taught in. An academic subject curriculum does not cater to students’ different learning styles; therefore, students might struggle and not be motivated to learn. The way a teacher teaches her students determines how students learn. For example, if a student is a hands-on learner and has a teacher who chooses to teach through lecture, that student is going to struggle with learning the material. A student’s comprehension of course material is not only based on the type of curriculum a teacher uses but also the teacher’s attitude and approach towards learning. Chapter 8 Reflection Chapter Eight was on the organization of schools and how they are governed. After reading the chapter, I was surprised to learn that the U.S. Constitution does not mention schools or education; therefore, giving the state and people control of the schools. I think the state and the people should have control of the schools because there are different types of schools throughout the United States. For example, Montessori schools allow students to choose their own activities. If the Constitution mentioned schools and educational governance, then Congress would have the authority to compel schools to teach a national curriculum, set mandatory standards, or establish an examination structure; therefore, Montessori schools along with other specialty schools would probably not exist. I thought it was interesting to learn about all the different people that make up a school system. The school superintendent is the chief executive officer of the school system, school boards consider his or her appointment the most important decision the board will make. The school superintendent has a lot of responsibility on his or her hands. For example, one of their responsibilities is to keep the school board fully informed of the school district’s activities so that the board can make sound policy decisions. The superintendent has a lot pressure on their shoulders because their opinion matter the most. The school superintendent seems to have the most influence on the school; therefore, they probably have one of the most important roles on the board of education. In addition, I think teachers should share control over how the schools are administered. Since teachers spend most of their time with students, they would be able to work with the school board to help better benefit their students. Overall, I thought Chapter Eight provided a lot of useful information on the organization of schools and the people that govern them.

Bibliography // Learner-centered vs. curriculum-centered teachers: which type are you? // . (n.d.). Retrieved from http://www.teachervision.fen.com/teaching-methods-and-management/curriculum-planning/4786.html