I think this is where we are suppose to be posting things......We'll see.
So, to introduce myself and my philosophy of education I have selected the following metaphor: EDUCATION IS LIKE GARDENING.
When you think about tending to a garden it takes a lot of consistency, patience, and intentional decision-making. Not everything you grow in a garden needs the same things. Some need more light than others. Some need a moist place where others thrive in an arid environment. Success in gardening comes from learning about the types of plants you are trying to grow. Knowing what causes them to wilt and encourages them to thrive. The success of a garden is not always measured in the same way. If you’re growing flowers their growth and progress may be very apparent and easy to track. Other plants take longer, need more attention, or may not produce a flower or fruit that is easily recognizable. Potatoes, for example, grow underground and must be dug up to be properly assessed. A teacher is much like a gardener. Something will grow, students will produce something, but its quality is dependant on the preparation, effort, and passion of the teacher. An expert gardener can make anything grow, and an expert teacher can do the same.
The analogy of a gardener is entirely appropriate for me as well, however I think the horticultural theme can be taken in a slightly different direction. As a teacher, I consider myself a greenhouse gardener. Within the confines of the greenhouse (my classroom), I control all the variables including temperature, humidity, and sunlight. Each seedling within my greenhouse is different and will require specific attention when it comes to a feeding and watering regiment. The goal, of course, is to grow and mature the seedlings so that one day they will be able to survive outside the greenhouse, and thrive in a place where temperature fluctuates, where insect infestation is a probable reality, and water is more intermittent and unpredictable. Despite these obstacles, the seedlings I cultivate will be able to grow solid roots and establish, hopefully, offspring just as capable and weather-hardy.
There must be something about May. It brings out the "gardener" in all of you! It's such an apt metaphor, isn't it? Caring for the garden in the way we care about our students!
As I considered the ideas in Zeichner and Liston, I kept coming back to the idea of seeing my work as a teacher as that of a "custom builder." It sort of grew (now I sound like the gardeners) out of their description of the developmentalist tradition. In the text, they mentioned that one of the metaphors that is often used for this tradition is that of the teacher as artist. Indeed, the custom builder would be an artist -- he is building a home for a particular client, with unique needs, plans, hopes. As the builder for that "home," I must be very in touch with my client. I will use the information about my client to create the perfect structure for him/her -- in this case to build his "home" for learning. I must be prepared to make changes, even when the structure is nearly complete, for it's an important one, and my client's needs or understanding of himself and his learning changes as we move through the building process. And I know that ultimately, when I take the time to put my client first in our process, when I deliver the unique structure(s) he/she needs, I will be rewarded greatly for having taken the time to do my part right. And my client will dwell comfortably in that structure with its "great bones" throughout his/her life.
I can relate education to a pastime of mine - cooking. I know that no dish is the same, just as no child is the same, and each calls for something slightly different to succeed. When something I am cooking flops, I know that there are several components that may need to change; ingredients, time, or temperature. The way that that students are presented with information, time that they have exposure to information, or how thoroughly the material is explained will determine success. Additionally, I have learned just what certain dishes need based on my experience in the kitchen. I anticipate having this type of automaticity in the classroom as well.
I believe the metaphor that reflects me as a teacher is ... "TEACHER AS A NAVIGATOR"
As a teacher I feel that our ultimate goal is to guide children/students on their journey through the first part of their lives.
As teachers we see students as much or sometimes even more than their parents do. Teachers have a huge responsibility to set examples for responsibility, morals, ethics, goal setting, problem solving, academic success, etc that will help to mold children into productive adult members of society.
However, as a navigator we as teachers can only guide and set students on the correct course, it is ultimately up to each one of them to decide their own course or destiny in life.
I feel privileged to be able to share in their journey on the USS Classroom.
I see myself as a referee in a soccer game. I lay out the rules and regulations of the game and I watch over to set boundaries. This means establishing firm and consistent guidelines in the classroom. Students should know what the consequences of their actions are, much like soccer players understand the consequences for offenses on the field. Being a consistent teacher is much like being a consistent referee. Inconsistent and unfair referees are not liked by one side of the team or crowd, just like an unfair teacher can become disliked by certain students who feel targeted. I am on everyone’s side and operate without bias. I will wait to hear both sides of the story or situation before making up my mind and I will be neutral 100% of the time. My position, however, is only valuable when the players (students) are actively participating in the game (education). I will strive to get my students to “play” school. To be excited to come to school and see the value in practice. I want my students to take an ownership over their education instead of sitting on the sidelines and watching. In addition, like a referee I will encourage my students to work together as a team.
Education is a box of chocolates...you never know what you may get.
Yes, Forest Gump is a favorite in my home. However, as I wrote my paper I found that when you open a box of chocolates, you try one. If you don't care for it or if it doesn't agree with you, you try another. Just as we teach, we have an obligation to keep trying until we find what works for all of our students. Each piece of chocolate has its own identity, make-up and consistency - just as our students do. Each one that enters our classroom has their indiviual learning style. It is essential to recognize their "flavor" and figure out how their ingredients mesh with the box as a whole. As teachers we cannot simply keep our favorite pieces (students)and move on. It is our responsibilty to develop a "taste" for each one, as we learn to enjoy them. As we practice reflective teaching, we can evaluate how the candy tastes, how they interact with each other and how they receive information in conjuction with their ingredients or learning style.
Since the gardening metaphor was so popular, I will attempt something different.
This might shock those of you who know how horrible I am at science, but I think being a teacher can be much like being a scientist. During our ecosystems unit, I told my students that as "scientists" we needed to be very good observers and be respectful of the ecosystems we were observing. As a teacher, I am constantly observing my students in a variety of environments to learn about them and how they react to a variety of stimuli. As I observe, I take notes in various ways so that I can measure growth and changes over periods of time. When I observe that a certain stimulus is not beneficial to my students and I assess why, I make changes based on my discovery to ensure that I am setting all of my students up for success. As I am observing, I am conscientious to be respectful of the environments and backgrounds that my students come from, while also factoring those things in when analyzing the data. Teaching each student is a bit of an experiment in which the end goal is always the success and growth of the student academically and as an individual. The "experiment" is of course based on a great foundation of knowledge, compassion, openmindedness and is always student focused.
I believe that as a teacher I am like a "lighthouse". I guide my students on a positive path of education but still allow them to make their own way through the sea. I value every student the same and always shine my light on each and everyone of them. I do not decide where they should go, but i point them in the right direction. It's their responsibility to choose their own way. But as a lighthouse, I am there to light their way and make them feel secure and safe. I believe that every student has a right to make their own choices and to learn and understand that every action has a consequence whether that is good or bad. Every "boat" is different just like every student is different and they all have different needs.
I see my teaching role as a "trusted advisor" in students' lives. I may only have a short nine months in this role,however, I want to create opportunities for learning and be a source of knowledge that they can use as they take responsibility for their own learning. I want their study of mathematics to create usable skills, but more important, that I create opportunities to learn "how to learn and critically think" in the world. As a teacher, I ask more questions than give answers. I help students to begin to express themselves and to feel comfortable taking risks and challenging what they currently know. Questions help students develop connections to their prior experiences and knowledge as they build their understanding. Everyday is a fresh beginning for both teacher and student.
I see my classroom like a sports team and I am their coach. My role is to teach them skills as well as create a team of the individual players. I believe the whole class must work together in cooperation for maximum success. The opposition is their life struggles and I have to teach them how to help each other through those, because I won't always be around. All kids have different strengths and some are better at some subjects than others. As their coach, I need to teach all of them that achievement is cultivated by hard work and that raw talent will only get your so far in life. I need to motivate and encourage them, build a supportive team culture, and teach them the skills and character they need to reach their potential.
I was going to be a gardener, architect, chef and coach, but I was too late to answer so I am… I am the “Nanny” of our classroom family in our school community. I am the nanny because I care as much as a parent and often spend more time with the children than the parents and just like a parent I am responsible for who the children become. I am someone who loves them and cares about them like they are my own, but they are only mine from 8:30 – 4:00, Monday thru Friday for nine months out of the year; although I think about them all of the time. I am the person they come to with questions, with tears, with injuries, with stories, with anger and sadness, with happiness and excitement; I am their problem solver and safety net. I love them like a mother and they are my family, but like a nanny we are not connected by our blood but by our heart.
I think this is where we are suppose to be posting things......We'll see.
ReplyDeleteSo, to introduce myself and my philosophy of education I have selected the following metaphor: EDUCATION IS LIKE GARDENING.
When you think about tending to a garden it takes a lot of consistency, patience, and intentional decision-making. Not everything you grow in a garden needs the same things. Some need more light than others. Some need a moist place where others thrive in an arid environment. Success in gardening comes from learning about the types of plants you are trying to grow. Knowing what causes them to wilt and encourages them to thrive. The success of a garden is not always measured in the same way. If you’re growing flowers their growth and progress may be very apparent and easy to track. Other plants take longer, need more attention, or may not produce a flower or fruit that is easily recognizable. Potatoes, for example, grow underground and must be dug up to be properly assessed. A teacher is much like a gardener. Something will grow, students will produce something, but its quality is dependant on the preparation, effort, and passion of the teacher. An expert gardener can make anything grow, and an expert teacher can do the same.
The analogy of a gardener is entirely appropriate for me as well, however I think the horticultural theme can be taken in a slightly different direction. As a teacher, I consider myself a greenhouse gardener. Within the confines of the greenhouse (my classroom), I control all the variables including temperature, humidity, and sunlight. Each seedling within my greenhouse is different and will require specific attention when it comes to a feeding and watering regiment. The goal, of course, is to grow and mature the seedlings so that one day they will be able to survive outside the greenhouse, and thrive in a place where temperature fluctuates, where insect infestation is a probable reality, and water is more intermittent and unpredictable. Despite these obstacles, the seedlings I cultivate will be able to grow solid roots and establish, hopefully, offspring just as capable and weather-hardy.
ReplyDeleteThere must be something about May. It brings out the "gardener" in all of you! It's such an apt metaphor, isn't it? Caring for the garden in the way we care about our students!
ReplyDeleteAs I considered the ideas in Zeichner and Liston, I kept coming back to the idea of seeing my work as a teacher as that of a "custom builder." It sort of grew (now I sound like the gardeners) out of their description of the developmentalist tradition. In the text, they mentioned that one of the metaphors that is often used for this tradition is that of the teacher as artist. Indeed, the custom builder would be an artist -- he is building a home for a particular client, with unique needs, plans, hopes. As the builder for that "home," I must be very in touch with my client. I will use the information about my client to create the perfect structure for him/her -- in this case to build his "home" for learning. I must be prepared to make changes, even when the structure is nearly complete, for it's an important one, and my client's needs or understanding of himself and his learning changes as we move through the building process. And I know that ultimately, when I take the time to put my client first in our process, when I deliver the unique structure(s) he/she needs, I will be rewarded greatly for having taken the time to do my part right. And my client will dwell comfortably in that structure with its "great bones" throughout his/her life.
I can relate education to a pastime of mine - cooking. I know that no dish is the same, just as no child is the same, and each calls for something slightly different to succeed. When something I am cooking flops, I know that there are several components that may need to change; ingredients, time, or temperature. The way that that students are presented with information, time that they have exposure to information, or how thoroughly the material is explained will determine success. Additionally, I have learned just what certain dishes need based on my experience in the kitchen. I anticipate having this type of automaticity in the classroom as well.
ReplyDeleteI believe the metaphor that reflects me as a teacher is ... "TEACHER AS A NAVIGATOR"
ReplyDeleteAs a teacher I feel that our ultimate goal is to guide children/students on their journey through the first part of their lives.
As teachers we see students as much or sometimes even more than their parents do. Teachers have a huge responsibility to set examples for responsibility, morals, ethics, goal setting, problem solving, academic success, etc that will help to mold children into productive adult members of society.
However, as a navigator we as teachers can only guide and set students on the correct course, it is ultimately up to each one of them to decide their own course or destiny in life.
I feel privileged to be able to share in their journey on the USS Classroom.
I see myself as a referee in a soccer game. I lay out the rules and regulations of the game and I watch over to set boundaries. This means establishing firm and consistent guidelines in the classroom. Students should know what the consequences of their actions are, much like soccer players understand the consequences for offenses on the field. Being a consistent teacher is much like being a consistent referee. Inconsistent and unfair referees are not liked by one side of the team or crowd, just like an unfair teacher can become disliked by certain students who feel targeted. I am on everyone’s side and operate without bias. I will wait to hear both sides of the story or situation before making up my mind and I will be neutral 100% of the time. My position, however, is only valuable when the players (students) are actively participating in the game (education). I will strive to get my students to “play” school. To be excited to come to school and see the value in practice. I want my students to take an ownership over their education instead of sitting on the sidelines and watching. In addition, like a referee I will encourage my students to work together as a team.
ReplyDeleteEducation is a box of chocolates...you never know what you may get.
ReplyDeleteYes, Forest Gump is a favorite in my home. However, as I wrote my paper I found that when you open a box of chocolates, you try one. If you don't care for it or if it doesn't agree with you, you try another. Just as we teach, we have an obligation to keep trying until we find what works for all of our students. Each piece of chocolate has its own identity, make-up and consistency - just as our students do. Each one that enters our classroom has their indiviual learning style. It is essential to recognize their "flavor" and figure out how their ingredients mesh with the box as a whole. As teachers we cannot simply keep our favorite pieces (students)and move on. It is our responsibilty to develop a "taste" for each one, as we learn to enjoy them.
As we practice reflective teaching, we can evaluate how the candy tastes, how they interact with each other and how they receive information in conjuction with their ingredients or learning style.
Since the gardening metaphor was so popular, I will attempt something different.
ReplyDeleteThis might shock those of you who know how horrible I am at science, but I think being a teacher can be much like being a scientist. During our ecosystems unit, I told my students that as "scientists" we needed to be very good observers and be respectful of the ecosystems we were observing. As a teacher, I am constantly observing my students in a variety of environments to learn about them and how they react to a variety of stimuli. As I observe, I take notes in various ways so that I can measure growth and changes over periods of time. When I observe that a certain stimulus is not beneficial to my students and I assess why, I make changes based on my discovery to ensure that I am setting all of my students up for success. As I am observing, I am conscientious to be respectful of the environments and backgrounds that my students come from, while also factoring those things in when analyzing the data. Teaching each student is a bit of an experiment in which the end goal is always the success and growth of the student academically and as an individual. The "experiment" is of course based on a great foundation of knowledge, compassion, openmindedness and is always student focused.
I believe that as a teacher I am like a "lighthouse". I guide my students on a positive path of education but still allow them to make their own way through the sea. I value every student the same and always shine my light on each and everyone of them. I do not decide where they should go, but i point them in the right direction. It's their responsibility to choose their own way. But as a lighthouse, I am there to light their way and make them feel secure and safe.
ReplyDeleteI believe that every student has a right to make their own choices and to learn and understand that every action has a consequence whether that is good or bad. Every "boat" is different just like every student is different and they all have different needs.
I see my teaching role as a "trusted advisor" in students' lives. I may only have a short nine months in this role,however, I want to create opportunities for learning and be a source of knowledge that they can use as they take responsibility for their own learning. I want their study of mathematics to create usable skills, but more important, that I create opportunities to learn "how to learn and critically think" in the world. As a teacher, I ask more questions than give answers. I help students to begin to express themselves and to feel comfortable taking risks and challenging what they currently know. Questions help students develop connections to their prior experiences and knowledge as they build their understanding. Everyday is a fresh beginning for both teacher and student.
ReplyDeleteI see my classroom like a sports team and I am their coach. My role is to teach them skills as well as create a team of the individual players. I believe the whole class must work together in cooperation for maximum success. The opposition is their life struggles and I have to teach them how to help each other through those, because I won't always be around. All kids have different strengths and some are better at some subjects than others. As their coach, I need to teach all of them that achievement is cultivated by hard work and that raw talent will only get your so far in life. I need to motivate and encourage them, build a supportive team culture, and teach them the skills and character they need to reach their potential.
ReplyDeleteI was going to be a gardener, architect, chef and coach, but I was too late to answer so I am…
ReplyDeleteI am the “Nanny” of our classroom family in our school community. I am the nanny because I care as much as a parent and often spend more time with the children than the parents and just like a parent I am responsible for who the children become. I am someone who loves them and cares about them like they are my own, but they are only mine from 8:30 – 4:00, Monday thru Friday for nine months out of the year; although I think about them all of the time. I am the person they come to with questions, with tears, with injuries, with stories, with anger and sadness, with happiness and excitement; I am their problem solver and safety net. I love them like a mother and they are my family, but like a nanny we are not connected by our blood but by our heart.