Reflections on Education
Education, or the process of instructing a person in matters of intellect, emotion, and content knowledge, is a constantly changing and evolving practice in the classroom. Not only are teachers educating students, but students are also educating teachers and other classmates as well. This continually developing, cooperative process is one that must encourage individuals to think critically and curiously while engaging in subject specific material in and out of the classroom. In order for students to grow as students it is imperative that they have a relationship with their teacher (whether that is a knowledgeable professional or knowledgeable peer) and are appreciated as a whole person, not just a student in need of knowledge.
Educating the whole person begins in the personal relationship between teacher and student. In my classroom this means that the student must be valued as an individual with opinions, thoughts, and real-life experience that he/she is bringing into the classroom. In junior high age groups especially, students see themselves as mature, and independent while they still are largely under the control of the adults in their lives. They are developing their sense of selves while still struggling with a lack of real independence and freedom in their daily lives. I believe that success in a middle school classroom, therefore, is the acknowledgement of the importance of cooperative collaboration. Students should be involved in conversations about classroom expectations and procedure in order to develop a sense of community that will not only enhance and develop their communication and interpersonal skills, but it will also help them to mature in their perspective of the world around them. Involvement and open communication enables students to understand “why” rules enforce what they do instead of a “just do what I say” attitude from adults.
Individuals in the classroom need to understand that who they are and where they come from not only matter, but also they positively change a classroom culture. “A school cannot be separated from the context of the community in which it exists”(8, Conceptual Framework), and the students cannot be separated from the community and culture they bring to classroom. Opportunities to share culture, traditions, and life experiences encourage students to develop a community and realize that teachers and other students appreciate them. In order for subject specific curriculum to be taught effectively students must have a personal relationship with the community they are a part of. Getting to know who students are as they grow in their identities allows for teachers to serve as facilitators of knowledge and personal mentors for students. Additionally, curricular development and assessments can be tailored to student interest in order to promote engagement in the curriculum. I often use assessments and lessons that require students to reflect upon themselves and share who they are in order to promote authentic assessment and personal expression (8, LMU Conceptual Framework).
A relationship of mutual trust, respect, and acceptance between teachers and students allows for much more effective instruction of subject matter curriculum. Not only will students be more engaged in the material and assignments, but there will also be increased class participation. The class can be connected to student interest and culture while collaboratively developing cultural awareness and acceptance. Students are taught subject specific material while growing as people of character and curiosity.
Educating the whole person begins in the personal relationship between teacher and student. In my classroom this means that the student must be valued as an individual with opinions, thoughts, and real-life experience that he/she is bringing into the classroom. In junior high age groups especially, students see themselves as mature, and independent while they still are largely under the control of the adults in their lives. They are developing their sense of selves while still struggling with a lack of real independence and freedom in their daily lives. I believe that success in a middle school classroom, therefore, is the acknowledgement of the importance of cooperative collaboration. Students should be involved in conversations about classroom expectations and procedure in order to develop a sense of community that will not only enhance and develop their communication and interpersonal skills, but it will also help them to mature in their perspective of the world around them. Involvement and open communication enables students to understand “why” rules enforce what they do instead of a “just do what I say” attitude from adults.
Individuals in the classroom need to understand that who they are and where they come from not only matter, but also they positively change a classroom culture. “A school cannot be separated from the context of the community in which it exists”(8, Conceptual Framework), and the students cannot be separated from the community and culture they bring to classroom. Opportunities to share culture, traditions, and life experiences encourage students to develop a community and realize that teachers and other students appreciate them. In order for subject specific curriculum to be taught effectively students must have a personal relationship with the community they are a part of. Getting to know who students are as they grow in their identities allows for teachers to serve as facilitators of knowledge and personal mentors for students. Additionally, curricular development and assessments can be tailored to student interest in order to promote engagement in the curriculum. I often use assessments and lessons that require students to reflect upon themselves and share who they are in order to promote authentic assessment and personal expression (8, LMU Conceptual Framework).
A relationship of mutual trust, respect, and acceptance between teachers and students allows for much more effective instruction of subject matter curriculum. Not only will students be more engaged in the material and assignments, but there will also be increased class participation. The class can be connected to student interest and culture while collaboratively developing cultural awareness and acceptance. Students are taught subject specific material while growing as people of character and curiosity.