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Shedd

For any part of my philosophy of education to make sense, I must first explain what I believe the purpose of school is. The purpose of school is to model a democratic society that prepares students to become agents of change. This kind of democracy encourages cooperation over competition and helps develop problem-solving skills. The end result is a person that can prosper and contribute to a democratic society. This idea of school, as described in Foundations of American Education, is largely from the progressive theory of education !ebb, "etha, #ordan, $%&%'. (ontributions would come through not settling for what is handed to them, but through challenging things and ideas around them. )nce again, my views on the nature of the learner are largely progressive !ebb, et al, $%&%'. I believe children are naturally in*uisitive. They learn through experience, interaction, and *uestioning things they do not agree with or understand. For students to learn as much as they possibly can, teachers must reali+e students are capable of tasks such as cooperative problem-solving, testing and evaluating their ideas, and initiating and adapting to change. If teachers would give students the proper credibility, then students would be able to achieve so much more. !hen it comes to curriculum, I feel one must use the state,s mandated courses of study as an outline for teaching. The way one uses the curriculum is up to the individual. I believe the curriculum should be child centered -- relevant to the students, lives, responsive to their needs and interests, experience centered, and reflective. If a child thinks that what they are learning does not apply to them at all, they are more likely to lack a full understanding of the topic. -elevance can be achieved through *uestioning, criti*uing, and analy+ing topics so that meaning is fully understood by the individual student. This idea of critical thinking can be attributed to the progressive theory !ebb, et al, $%&%'.

Shedd In addition, I feel that the curriculum should be experience centered. This is considered a progressive ideal !ebb, et al, $%&%'. .owever, #ohn /ewey cautioned that not all experiences were e*ual0 The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or e*ually educative. 1xperience and education cannot be directly e*uated to each other. For some experiences are miseducative. 2ny experience is mis-education that has the effect of arresting or distorting the growth of further experience. /ewey, &345' .owever, if students are to become involved and democratic change agents, they must be instructed in ways that foster those abilities. Students should spend time in their communities, learning what challenges the community faces and thinking of ways to change them. These changes can come about through several different things, such as designing a community pro6ect. This pro6ect would re*uire cooperative learning, critical thinking, problem solving, and decision making. The social reconstructionists believe that 7activities such as these contextuali+e skills learned at school in a way that help students appreciate their usefulness8 9incheloe, Slatery, : Steinberg, $%%%'. "oreover, all of these skills are necessary to be a change agent. ;ut, for children to achieve these great things in the classroom, the environment must be non-threatening, invitational to participation, involvement, and the democratic process. Teachers must be supportive of in*uiry, classroom discussions, and they must encourage active participation in the learning process. Students should be expected to value one another and treat each other with dignity and respect. This can be achieved through sharing stories with one another, group problem-solving, collaboration, and group activities. Students must also be shown the importance of self-discipline and taking responsibility for their actions.

Shedd The concept of a nonthreatening, supportive, open, self-disciplined, classroom is from the post-modernism theory of education !ebb, et al, $%&%'. In all of the education classes, we are encouraged to reflect on our experiences. <ost-modernism also stresses the importance of reflection. In addition, 7*uestioning and criti*uing are not interpreted as negative actions or behavior8 !ebb, et al, $%&%'. -ather, they are seen as positive actions toward bring about change. 2ssessment of students should be authentic and formative. 2n authentic assessment can be taken from 6ournals, narratives, portfolios, creative pro6ects, and traditional writing samples. This comes from how students are able to apply knowledge and skills in real-life problems. 2ccording to the social reconstructionism theory of education, authentic assessment would include a cooperative effort between the student and teacher, student and student, teacher and administrator or supervisor, and community and teacher. Information would be shared regularly during periodic formal and informal conferences, and the student or teacher being evaluated would be an active participant in the process !ebb, et al, $%&%'. 2ccording to the progressive theory of education, formative evaluation is process oriented and concerned with ongoing feedback about the activity under way, rather than the measurement of the outcomes !ebb, et al, $%&%'. The formative assessment can be seen from progress in several different areas, such as tests, classroom participation, and overall personal progress. Students should continually receive feedback on their progress from their teacher so they may understand what area they need to work harder in. The progressivist teacher is seen as 7teacher as facilitator8 or 7director of learning8 !ebb, et al, $%&%'. 7Such a teacher is not considered to be the authority on, or disseminator of, knowledge or truth, like the perrenialist or essentialist teacher8 !ebb, et al, $%&%'. -ather, the

Shedd teacher serves as more of a guide who facilitates learning by assisting students to sample direct experience. From a progressivist view, the teacher,s role is to help students ac*uire the values of a democratic system !ebb, et al, $%&%'. In addition, I believe a teacher should show a respect for diversity and help develop a critical, socially-engaged intelligence =niversity of >ermont, $%%$'. 2 respect for diversity means that each individual should be recogni+ed for his or her own abilities, interests, ideas, needs, and cultural identity. 2lso, the development of critical, socially engaged intelligences enables individuals to understand and participate effectively in the affairs of the community in a collaborative effort for a common good =niversity of >ermont, $%%$'. 2ll of these elements are linked to progressive ideals of a teacher. Finally, I also agree with postmodernist suggestions for the role of a teacher. The postmodernist teacher,s role is to practice and model the 7doing of critical theory8 !ebb, et al, $%&%'. 2s a teacher, I must practice and model the things I want my students to learn. If I am to expect all of these things out of my students, I must be a walking demonstration. I will be the scholar-practitioner leader and critical thinker. I must be a change agent, show comfort with change, and be involved in the community. I will help facilitate different styles of learning, direct and guide that learning, and collaborate with my students. 2t the same time, I must recogni+e the power and influence I have over my students, their peers, parents, and the larger community !ebb, et al, $%&%'. 2lthough my idea of the role of the teacher can be found in a few different theories, the ultimate role of a teacher is from my own thoughts. "y role as a teacher is to help my students reach their potential and then surpass it.

Shedd

!orks (ited ?2 ;rief )verview of <rogressive 1ducation.? The University of Vermont. #ohn /ewey <ro6ect on <rogressive 1ducation, 4% #an. $%%$. !eb. %3 @ov. $%&%. Ahttp0BBwww.uvm.eduBCdeweyBarticlesBproged.htmlD. /ewey, #. &345'. Experience and education. @ew Eork0 "acmillan.

Shedd

!ebb, F. /ean., 2rlene "etha, and 9. Forbis #ordan. ?<rogressivism.? Foundations of American Education. =pper Saddle -iver, @#0 <earson "errill, $%&%. GH-GG. <rint.

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