UNIT 5 ACTIVITY 5.1 PRESENTATION

UNIT 5 ACTIVITY 5.1 PRESENTATION. PERSONAL PHILOSOPHY OF EDUCATION.

Table of Contents. 1 . Introduction 2. What is Epistemology 3. Understanding the teaching and Learning process 4. Relationship between the teacher and the learner 5. Understanding and approach to assessment 6. Approach to classroom management and discipline 7. Example 8. Conclusion 9. List of References.

Introduction. The question is what is your definition of philosophy in regards to education and how it all ties together with teaching and learning. It is the question of all questions as each person will have their own definition or their own way of defining their philosophy when it comes to teaching, managing the discipline in a classroom and of course how we mold these young minds with what we seemingly know or have been ourselves taught over many decades to be knowledge..

Introduction. Epistemology is derived from the Greek word “episteme” which means knowledge or also referred to as the theory of knowledge . Philosophy of education is based on the definition of epistemology which refers to the questions asked on what knowledge is, how do we know things and then of course based on the answers to these questions, how do we know that what we know is indeed true. An example of epistemology would be a paper written on the source of knowledge. Questions that would be asked in this paper , “ What is knowledge ?” How does one assess that what we are learning should be classified as knowledge and is that knowledge valuable and have purpose. “ How do we know whether we know something ?”.

This refers to us as humans being able to identify whether we do in fact know something or have actually acquired knowledge. “How is knowledge acquired?” In what ways do we acquire knowledge, do we all acquire knowledge in the same way. " What do people know ?", How does one know that the information / knowledge which has been imparted on someone has been received and that understand or know. Epistemology is truly the questions of life and who and how do we decide that the questions we ask and the answers we are given are in fact true and correct. It is how philosophers understand the mind with reality..

Understanding of the Teaching & Learning process.

Relationship between the Teacher and the Learner.

Asking questions about their interests and life outside of school will create a stronger bond and will allow you to easier implement the expectations you have in the classroom since there is respect . Incorporate different materials into your classroom which they are interested in. Be truthful and honest, if you make a mistake or are unsure about a question, admit to it as it will show them that you are human and make mistakes too. Never disregard anything a learners tells you, whether it is answering a question, albeit wrong, or telling a story, always listen and respond with positive feedback as this will make the times you need to be firm and give criticism easier for them to digest. Being a friend to them and a carer is good, however as adults we should know the limitations to which a friendship is allowed in this dynamic..

Understanding and Approach to assessment. The purpose of assessment is to gauge the learners comprehension of the lesson content and how effective the teaching and learning process is. Assessments will tell us if learners understand, how the learners understand and which areas they struggle with. There are many different ways to approach learner assessment. As a teacher it is our job and responsibility to find the most effective way to assess our learners. In the classroom teachers can use a variety of assessments such as diagnostic, formative, interim and summative. Lets look at them, diagnostic assessment. These types of assessments can be done prior to the lesson to assess the students prior knowledge and to gauge what they already know. Formative assessments which can be administered throughout the lessons in the form of quizzes, worksheets, interactive games and group work. Interim assessments can be administered throughout the school year for example in the form of mid-term exams or tests. This will give teachers a bigger scope of where the learners are at academically. Summative assessment is when a teacher will use a standardized exam or test paper to assess the learners holistic academic performance..

Approach to classroom management and discipline. This is a very important part of a teachers responsibility and role in the classroom. Setting the expectations in the beginning of the school year is important as it sets the tone for the remainder of the school year. Upon the start or the first day, teachers should discuss with the learners what they feel would be class rules and consequences. This is allowing the learners to play a part in their classroom rules and more likely to have them follow it..

Looking at ways to manage the learners behavior, and based on the teachers observations with her/his learners the teacher can change learners around, change seats and place the ones with behavioural issues in the front so you can keep an eye on them. Allocate classroom jobs which will give them responsibility and a feeling of being proud. Encourage student participation in the class, even learners who are normally uncooperative should not be left but always be acknowledged and tried to include in the learning process. Move around the class and be visible at all times, this will allow the teacher to monitor learners actions and see where assistance is required. Create classroom mantras to get learners attention back on track, for example teacher will say, “Clear” and learners will say “crystal clear”. Or change the tone or volume when speaking from louder to softer. This will eventually bring their attention back to you. Positive reinforcement such as allocating points, if there is a school house system, or sticker charts for younger learners. The most important rule is to always follow through, if you say that there will be a consequence for an unacceptable behaviour then the teacher needs to follow through, if not the learners will see that the teacher is not strict and that is when classroom behavioral issues will increase..

Examples. Model ideal behavior want to by rock with of yow stLOnts Let students help establish guidelines what tNnk 'S behavity to yeu. Document rules Ensure you gtø«ms yen* forwtten by writhg ttwrn &iwn md distri«inq ttwrn as a list for to and refeerre. Avoid punishing the class A&fess isolated bévavo issues of ent"e class. as to avoid hunnq your relaoonstups with on-task Encourage initiative Prorrwte wowth rn«-dset by stucklts to wt*k in unts, "f presergatms to re•nfcgce materid Offer praise Reog-aze hard wcrk by opedy cmqratulating encar"ing t*'avi« arz daw Use non-verbal communication C«nbine vebal wtth actions viwal aids to center* students and process lessms, Hold parties Ttvow an txcas•cmal dassrwn party to acknowledge students' hard wo@motivating thern to km it Give tangible rewards Reward stud-ns at the of lesscns as a tehrique Make positive letters and phone calls Consider peer teaching - such as - if feel top Osruptive stnoglim sti"ents. 20 Classroom Management Strategies and Techniques Managing a classroom of at least 20 students with a range of unique social and academic skills is a cornplex challenge. And Lnfortunately, research indicates that teachers report a severe lack of professional development support to irnprove classroom management So what can educators do to build respectful communication. focus and motivation in the classroom? Get inspired by these 20 strategies that help boost academic engagement. enhance prosocial student behavior and establish an orderly environrnnt! prodigy Offer different types of free study time Prov& Offeent Etivities free tune - SIEh as rotet*it9 - to hdp sti&nts cant Vocess conten in Write group contracts gruip work nn srnoothb' by writing ct»trets cult*n ck•r asking each rr.en&r to sigi a ct»y Assign open-ended projects st&'ts to tackle to to •n ways that set appeal to Build excitement for content Preview P&tS Of lesson to "test at be.nnirq of a lesson Use EdTech that adjusts to each student Give st&ns win strug# to contmt to learninq technology. such as Prodigy , Interview students Interview ntl.&nts wm are sociany to Wt to how to bette then. Address bad behavior quickly Wsitate when you must ad&ess bad as Etirg thm later wal enm.ge that rwqative fester. Give only two marks for informal assessments Expmnmt mth avoiding standard marks on infryrnal and flymauve assessments. "•nply stating if a student Od di&'t rrwet expetatuw they give them a task to invove ccYNHeru•y. 11 12 13 14 15 16 17 18 19 Make positi•.e *one smd rune. pot—tiany errouraging p•ents to furttM i'W•e themselves •n their chil&en's leuning. Gamify personal learning plans Motivate personal pins by gunifying plms. mu$ txtics as awuding XP ponts) throughout a to quantify skill mastery..

Conclusion. I think it is important for everyone to ask questions and not always just accept what you have been told or taught. By asking questions it will allow you a better understanding of the knowledge or information that is being shared with you. It is then going to open your mind to decide for yourself how and what it is that you believe and how you are going to go forward from that point on. Looking at Philosophy in Education it is trial and error for most at the start of your teaching career. However, as we grow into this role as educator, carer and friend that is when we are able to find our own personal philosophy. Based on all the research and papers that have been written on this topic and surely will continue to be written, my goals in my own personal philosophy on teaching is to always start by showing respect and building trust with the learners. I believe that once you have their trust it is easy to then instil expectations. Allow the learners to be a part of the process in deciding the classroom rules and what the consequences should be. I believe that by listening to them talk and share their stories even if it is sometimes mundane, there will be a day when they might need to share something very important and if we don’t listen from the start, we might end up missing the bigger things. And most importantly keep to your word, do what you say you will do so that learners know what they can expect from you as a teacher..

List of References Image on slide 3 https://pollydch.wordpress.com/2017/02/13/educational-philosophies-and-theories/ 2. Image on slide 4 https:// educarepk.com/epistemology.html Slide 3/4 reference to Epistemology ( https:// educarepk.com/epistemology.html ) Article: Epistemology ( Anwaar Ahmed Gulzar ) 4. Slide 7 / 8 reference to teacher & student relationships https://nearpod.com/blog/student-teacher-relationships / Article: Impact of student-teacher relationships (Feb 25 , 2002, Katie Micaleff ) Slide 9 - https://edulastic.com/blog/types-of-assessment / Article: A Guide to Types of Assessment: Diagnostic, Formative, Interim, and Summative ( Jennie Tookoian ).