Pedagogical Knowledge
In order to better understand my Pedagogical Knowledge, please read the following sections which represent my teaching style.
“It is the supreme art of the teacher to awaken joy in creative expression and knowledge.”
-Albert Einstein
Classroom Management
As many would say, teaching is an art form. But like many art forms, it must derive from a structure. If you were looking to paint a cityscape you would need to combine all of the pieces such as the canvas, paints, brushes, and view of the city skyline in order to create the final masterpiece. I look at my classroom management style to this similar degree.
I view my canvas as my foundation. The students must enter my class knowing that there is a structure. If the structure is upheld and maintained, there are endless possibilities of creativity that can take place.
I am a firm believer that the student must help create and lead the classroom behavior. You could look at the students as the paintbrushes and the behaviors as the paint. Each student offers an incredible perspective that is waiting to burst out! I want to embrace that creativity while making sure that it derives from the educational content. As Dewey's theory supports, all people - especially children- learn best by doing. It strengthens the memory by connecting an action to a method or topic. This must accompany the structure that is needed for students to understand the topic that they are applying and practicing. This comes from the combination of a foundation of structure and freedom of creativity.
To allow students a chance to show this freedom while maintaining the structure, the student must find themselves incorporated into the functions of the classroom. By assigning roles to students, they will feel a greater sense of community and responsibility. This helps with attendance, respect, responsibility, and a feeling of value within the school community.
In order to complete our portrait and masterpiece, the artist must begin by viewing the skyline before the painting is executed. I equate this to providing expectations at the start of the year/track/semester. Students can participate in creating classroom rules and guidelines. This way, they provide their own standards and overall views of their classroom environment from the start. They will value and connect to a classroom that they build. Expectations must be held in place.
Overall my classroom management incorporates both structure and freedom through creativity. Students are given high, yet obtainable expectations at the beginning of the year; which results in both individual and group involvement within the classroom and school community.
I view my canvas as my foundation. The students must enter my class knowing that there is a structure. If the structure is upheld and maintained, there are endless possibilities of creativity that can take place.
I am a firm believer that the student must help create and lead the classroom behavior. You could look at the students as the paintbrushes and the behaviors as the paint. Each student offers an incredible perspective that is waiting to burst out! I want to embrace that creativity while making sure that it derives from the educational content. As Dewey's theory supports, all people - especially children- learn best by doing. It strengthens the memory by connecting an action to a method or topic. This must accompany the structure that is needed for students to understand the topic that they are applying and practicing. This comes from the combination of a foundation of structure and freedom of creativity.
To allow students a chance to show this freedom while maintaining the structure, the student must find themselves incorporated into the functions of the classroom. By assigning roles to students, they will feel a greater sense of community and responsibility. This helps with attendance, respect, responsibility, and a feeling of value within the school community.
In order to complete our portrait and masterpiece, the artist must begin by viewing the skyline before the painting is executed. I equate this to providing expectations at the start of the year/track/semester. Students can participate in creating classroom rules and guidelines. This way, they provide their own standards and overall views of their classroom environment from the start. They will value and connect to a classroom that they build. Expectations must be held in place.
Overall my classroom management incorporates both structure and freedom through creativity. Students are given high, yet obtainable expectations at the beginning of the year; which results in both individual and group involvement within the classroom and school community.
Education: Lighting the way to the future.