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Chapter 3
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Multiple Choice Quiz
Short Essay / Discussion Questions
- Chapter 3 discusses teachers’ practical theories and how they are continually formulated and reexamined as teachers gain experience. Think about your own experiences; what are some practical theories you have believed true, only to review and change them after the process of reflection?
- John Dewey criticized the tendency of teacher education programs to place too much emphasis on the immediate proficiency of the teacher. While teaching proficiency is of course important, the process of reflective teaching takes time and requires teachers to examine “problems” in their classrooms. What are some strengths and/or weaknesses to having teachers become immediately proficient? What are some strengths and/or weaknesses in allowing them time to become more reflective educators?
- According to David Berliner (1987), children learn better with a high success rate on their assignments and in their classroom discourse. How can teachers balance the need for positive reinforcement while maintaining high expectations within their class?
- How has transmitted knowledge helped to prepare you for a career in teaching? What have you found to be the best sources for transmitted knowledge?
Video Case Studies
Teachers’ Practical Theories
This chapter made me instantly reflect on my original philosophy that I wrote in my credentialing course over eight years ago. My philosophy has changed in so many ways since I began teaching. Being that I had not taught yet when I was assigned this assignment, my original philosophy clearly states what I thought teaching was and it was made up of bulleted lists that included many key terms associated with teaching. Personal philosophies are not something you learn from reading but through experiences, values, beliefs, transmitted information, and time. Personal philosophies are ongoing and transformational.
As the chapter states, a teacher’s practical theory is altered by his or her transmitted information, core values, and beliefs. As a professional, with time and experience in and out of the classroom, I have adopted my own perceived notions of what I feel is developmentally appropriate and correct for children’s success in my classroom, while trying to maintain the overall “goal” for children that is expected from the social institution where I work. Although I always ran a highly successful classroom when I “followed the rules,” reflection allowed me to see that success wasn’t about following the rules. I used my professional judgment from my experiences and trainings, and from my understanding of the students I worked with to shape their learning. Thus, my philosophy was transformed, shaken up, and, believe me—I am nowhere close to figuring it all out! In my newfound current philosophy, I find myself asking how can I attach this new Common Core Standard to “real-life” (relevance and application?). I am constantly asking myself what is the purpose behind the activity aside from the content or academic skill. Often, when I mention this to colleagues, I can tell they don’t understand what I mean. I want to know how the activity will help students in their present or future life. I want the activities to teach what is expected according to the standards, yet be framed within an activity that benefits them in another area that relates to life. It is a difficult task, I know, but is necessary.
I have always been amused that teachers and schools were judged based on test scores when most teachers and schools were not at liberty to teach according to their professional judgment. So how can it be that one’s professional performance and expertise can be judged based on teaching what someone else tells you to teach, when, and how that someone tells you to teach? Does that seem right to you? Many of the teachers at my school have been institutionalized! With the exception of a few, they are all direct-instruction, by-the-book curriculum readers on a pacing plan. It is very difficult for them to see other ways of teaching because they have been trained this way for so long. They are very effective at delivering the instruction given to them, but what does that mean for the students?
—MAT Student
Questions
- How has your teaching philosophy changed since you began teaching?
- Can you pinpoint the influences, beliefs, values, and transmitted information that altered your theory and philosophy?
- How does or would that look in your classroom?
- Think about your philosophy. Does your teaching philosophy reflect what is happening in your classroom, or does your classroom reflect someone else’s philosophy?
Philosophies on video
What do you hear?
Questions to reflect on
How are you implementing your philosophy? What does it look like? What is the purpose behind your philosophy statements?
https://www.youtube.com/watch?v=VbktJIWW63U
https://www.youtube.com/watch?v=UCA1y1N0Hbc