As a boundary crosser, I have learned a great deal about other people and the world around me in part due to openness to other cultures. This openness has also helped to broaden my perspective and better understand culture-specific behavior. I feel that these are essential qualities for a language teacher to possess, and in fact, it is this awareness that motivated me initially to enter the field of teaching ESL.
Literature on technology use in the classroom Technology adoption in classrooms around the nation is like a glass of water that is half filled.
Some say it is half full; others, half empty.
Those who take the optimistic viewpoint cite the dramatic jump in technology in schools. For example, national surveys of technology use in schools report that the student: In middle schools, the educational level that is the basis for this study, this figure is even lower, 5.
In a move that has major implications for classroom teaching, a growing percentage of school computers are found not in computer laboratories, as was once the practice, but in classrooms, where teachers and students have regular access to them.
Furthermore, in the last three years, schools have been wired for telecommunications access in dramatic numbers. In just the last year, the number of computers in the U. Those who take the darker view of a glass half empty cite what may be more telling data--the limited amount that this technology is used in most classrooms.
The kind of usage found to be the predominate ways of using technology in the early 90s—for drill and practice, games, or word-processing Becker, —has not altered significantly in recent years Education Week, This approach to computer use is disappointing to those who see the potential power of technology as a means for students to develop higher order thinking skills and deeper conceptual understanding.
But, it is not surprising to those who agree with Mandinach and Cline who stated that "little progress has been made in the past five years toward the practical, widespread implementation of technology in classroom settings" p.
In his classic study How Teachers Taught, covering the history of teaching and learning in everyday classrooms over the last century, Cuban found that little fundamental change has occurred, despite multiple and varied reform efforts that sought to move the dominant paradigm from teacher-centered to student-centered classrooms.
As a way to understand the dominant pattern of what Cuban called "constancy over change" p. Deeply held cultural beliefs about the nature of knowledge and how it is to be spread, passed down through the generations. Among these is a belief that views the teacher as the embodiment of wisdom.
The "socializing and sorting" roles schools serve in placing students in social and economic niches. This function is best facilitated by bureaucratic, tracked, class and graded environments and pedagogical practices that mirror the norms of the larger socioeconomic system.
The failure of teachers to take the goals and directions of the reformers seriously when reforms are poorly implemented. The organizational structure of classrooms, which inhibits change. The teacher -centered classroom with a set routine, structure, order and control is easier to control than the more democratic and chaotic student -centered classroom.
The conservative norms of the classroom, attracting those who believe in the system as they know it and who are not risk-takers. The isolation of the classroom, resulting in teachers teaching as they were taught and absorbing the environment of the school in which they find themselves.
Ultimately, Cuban suggests, "The knowledge, beliefs, and attitudes that teachers have… shape what they choose to do in their classrooms and explain the core of instructional practices that have endured over time.
Cuban maintains that, taken together, these professional norms have a conservative impact, inhibiting long-term change in schools. Furthermore, he suggests that the best intentions of progressive educators and even change-minded teachers are blocked by what he refers to as " situational-constrained choices"- —both inner beliefs and external forces as prosaic as blackboards at the front of the room and desks bolted into the floor or placed in rows facing the teacher-- that define and support a teacher-centered learning environment.
Cuban asserts that these forces have always mitigated against fundamental change from teacher-centered to student-centered classrooms.How does Reflection Help Teachers to Become Effective Teachers? By How does Reflection Help Teachers to Become Effective Teachers?
). Teachers can develop new perspectives, new ways of looking at their own actions, and a new reconstruction and reframing in order to plan for further teaching and learning’ (p.
28). It includes a. Here is an examination of what teachers believe about students and learning and how those beliefs actually affect how they do their jobs.
It was written by Alfie Kohn, author of 14 books on. Chapter EFFECTIVE LEARNING AND TEACHING. Although Science for All Americans emphasizes what students should learn, it also recognizes that how science is taught is equally important. In planning instruction, effective teachers draw on a growing body of research knowledge about the nature of learning and on craft knowledge about teaching that has stood the test of time.
Sample Short Essays.
I believe that my experiences in life, combined with a rigorous academic education, will enable me to pursue a successful career in the Saudi Foreign Service.
Georgetown, Favorite class I now see it as evidence that I can successfully communicate my beliefs to others and have them logically accept them as their own. My Philosophy of Teaching When thinking of a philosophy of teaching, four major issues need to be considered.
Those issues are one’s views on education, the role of the teacher, teaching and learning, and on the children. Leadership Essay 1 Leadership Essay ED May 2, ED I truly believe that learning from the experiences of others is an incredibly valuable resource.
Learning about others is also a valuable schema in the way I understand my school, my district, and education as a whole.
I now find.