Philosophy of Education

I think that weather or not the teacher is good and has a great understanding of children plays a role in how much the child enjoys the learning process. Also, I feel it important that the parents or guardian be involved in the child’s learning. If a parent doesn’t take education seriously or try to show the child that it can be fun then the child’s attitude towards education will be the same. I don't think I can identify with a single philosophy. I would rather use a mixture of all the philosophies taking from them what I find to be useful in today's classrooms. It's hard to say what you will use exactly until you get into the classroom and start teaching.

I find it important for children to learn with hands on exercises. They can get so much more out of a lesson if they are able to try something for themselves rather than just listening to someone talk about it. I think things such as creating art projects to explore shapes is a great idea. The children get to have fun and be creative but at the same time they are learning something. It is imperative that as a teacher I am able to prepare the children not only for what they will learn in school but also what they will have to face once they are out of school and preparing to move on with life. The needed to know basic information such as how to read, write and do basic math as well as the ability to work a computer with ease are all important things that need to be taught. One thing that I feel should be taught in a high school setting is how to apply and interview for a job. We are able to teach people the skills they need to have for a job but we rarely show them what they need to do in order to receive the job.

Teaching students that stereotypes are inaccurate is important. Children need to go out into the world realizing that just because someone is tall doesn’t make them good at basketball or because they are a certain race they’re good at something. In school, especially elementary children need to become aware of individuality and learn that while they can embrace their cultures or societies they are also their own person. This will encourage them to explore possibilities they find interesting even when those around them don’t. As a teacher however it is good to be aware of the students cultures and backgrounds so that, if necessary you can help them to have a better school experience. For example if you have a young woman who because of her religion isn’t allowed to be around boys or to do certain class activities it is important for you as the teacher to know this and at times for the other students as well so that the individual student doesn’t get treated to differently or made fun of.

A personal philosophy is necessary for a teacher to have. It will play a major role in their life both personally and professionally. A philosophy gives personal guidelines of how to handle situations and in some cases how to teach material. Many things can affect a philosophy however, life experiences, the type of school you are teaching in weather it is urban, suburban or rural and even what country you are from or that you are teaching in.

Lesson Plan

Name Kira Hudson Date March 5, 2010

Book Title Bridge to Terabithia

Author Kathrine Paterson Illustrator Donna Diamond

Why did you choose this book?

I chose this book because it has literary merit and it is appropriate for the grade level that I am currently doing my field experience for which is 4^th grade.

Utah State Standard:

Standard 5 (Fluency): Students develop reading fluency to read aloud grade level text effortlessly without hesitation.

Objective (s):

Objective 1: Read aloud grade level text with appropriate speed and accuracy.

a. Read grade level text at a rate of approximately 120-150 wpm.

Materials:

1. Short sections of the book to practice with
2. Timer
3. Reading Charts (Timed)
4. Purple and Green Pencils
5. Tape recorder.

Background for Teachers:

Teachers should be aware of fluency including speed, intonation and accuracy. Also, knowing how to use the reading chart.

Using this strategy helps to motivate students through partner feedback and timed assessments. To adapt this program have students’ practice independent reading with an audiotape or practice with partners who can give feedback and encouragement.

Intended Learning Outcomes: (same as objectives)

Read grade level text at a rate of approximately 120-150 wpm.

Instructional Procedures:

Allow students to choose an easy passage between 150-200 words so that it cannot be memorized.

Teachers must:

1. Read a passage out loud, explain to the kids that that is what a good reader sounds like.

2. Ask them about the speed, expression and accuracy of the reading.

3. Model incorrect reading (ie reading to fast or slow or with no expression)

4. Tell them that they get to work on becoming fluent readers.

Reading 1:

1. Let students read the passage and time them for one minute

2. Once timer goes off have students draw a line after the last word they read and underline any words they don’t know.

3. Students may then count the number of words read correctly and use the green pencil to color the reading chart to that number.

4. Talk with the student about the words they don’t know and help them to understand why they were confusing.

5. Set a higher reading goal with the student.

Reading Practice:

1. Students should read the passage at least two more times

2. Put the students into pairs and take turns having the partner listen and rate how the other improves.

3. Switch off between partners

Second and Third Timed Readings (To be done after family involvement at home)

1. Read the passage again in class after practicing at home.

2. Have the students record the change on their chart in a purple pencil.

3. If necessary help students to set a new goal.

4. Encourage students to finish the passage before the minute is up.

Family Connections: (take home activity)

Practice the reading with children at home before second and third readings in class.

Assessment Plan: (how do you plan to assess whether or not students gained the skill/concept?)

Use the reading chart and marked passage to assess progress.

Bibliography:

Adapted from “Teaching Reading Source Book” written by Honig, Diamond and Gutlohn Further adapted by Karen Bosone, Julie Lee and Michelle Roderick

http://www.uen.org/Lessonplan/preview.cgi?LPid=3820