Key Elements:
I believe that the role of schooling is to establish a relationship
between the self and society. In his book,
To Know As We Are Known,
Parker J. Palmer quotes Thomas Merton, who says, “The purpose of
education is to show a person how to define himself authentically and
spontaneously in relation to his world—not to impose a prefabricated
definition of the world, still less an arbitrary definition of the
individual himself” (12). In
other words, the main goals in education is to enable the individual to
discover who
he or she is, discover what the world is, and discover his or her place
within the world. I completely agree with Merton’s statement; the reason
we have public education is so that future generations may grow into
functioning members of society and humanity will continue to grow and
prosper. By establishing a relationship between the self and society,
we, as teachers, are equipping the individual with a strong sense of
self, which will enable them to lead lives of purpose and significance.
The teacher’s role in this purpose of education is very important. The teacher should not define the individual or the world for the individual, but rather, provide the link between the individual and the world. Parker Palmer says, “The teacher is a mediator between the knower and the known, between the learner and the subject to be learned” (29). Thus, the teacher is the one who connects the student with the material. I believe that it is the teacher’s role in education to understand the individual, understand the subject matter, and find a way for the individual to connect with the subject matter. By doing this, the purpose of education will be accomplished. The individual, in his or her relationship with the teacher, will gain a greater understanding of himself or herself. In his or her connection with the text (using materials provided by the teacher), he or she will gain a greater understanding regarding the world and his or her place within it.
I believe that teaching English is crucial in helping a person understand the world around them. Essentially, literature is a written record of one’s experience with the world. By becoming well-versed in literature from different time periods and places in the world, students can grasp a better understanding of the evolution of society and of world in which they live today. By gaining familiarity with different writing styles and genres, students can then become participants in this evolution, providing the next generation with works of literature from which to learn. In order to effectively teach English, I believe one must connect the student to the text, whether it is in class discussion, elements of popular culture, or experiencing the events or characters of the work in a different medium (i.e., a film, theatrical performance, etc). I also believe that reading literature is only one part of teaching English; learning how to correctly use language, both in speech and in writing, must also be taught in order to assist the student in formulating their identity and connecting with the world.
I believe that effective teaching practices connect the student with the text. Any activity that makes the characters and events in the work come alive for the students will better help them understand the literature in connection with themselves and the world. Effective teaching practices encourage student interaction with a text. This requires a highly democratic classroom where power is shared and students are given the freedom to experience the materials in ways that make sense to them. Since each student interacts and connects with a work of literature differently, which teaching practices are effective will differ for each student. Thus, I believe that differentiated instruction is a very effective method to engage the students in learning. In addition to differentiated instruction, practices that encourage student interaction with each other as well as the material, like cooperative learning and other small group activities, will also be very effective in aiding student learning.
Though I believe that I must vary my teaching practices in order to fit the various learning styles I may have in a classroom, I also believe that each and every student must gain experience in responding to a text through writing. Learning how to write well is a skill that will equip students for the rest of their lives, whether it is in applying to college, graduate school or for a job. Moreover, writing forces the student to take the role of an author or poet. By experiencing the challenges and successes that come with writing, the students will be better able to identify with writers of the works of literature read in class. They will gain a more extensive understanding of character and plot development, theme, and the use of figurative language.
The “good” teacher is one who establishes an environment that encourages student interaction with the text and with each other. This requires that the student feels safe and is willing to take risks within the classroom. The “good” teacher also clearly communicates his or her high expectations for his or her students, inspiring them to excellence when in comes to academics. A “good” teacher also is passionate about ensuring that the students understand the material given to them. He or she strives to actively engage students and help them make connections with the material. This requires that he or she makes the effort to know his or her students well enough to help them in forming these connections. He or she also recognizes the whole person in the student. Therefore, the “good” teacher understands that the student is able to learn more than just academic material, but is learning how to be a person. Thus, the “good” teacher is a good role model, showing in both his or her words and actions how an adult member of society is supposed to act.
The “good” student is one who comes to class with an open mind when it comes to learning. He or she actively participates in small group activities or discussion, opening his or her mind to question and investigate. The “good” student is also self-directed and intrinsically motivated. He or she desires knowledge and strives to attain it. He or she also practices self-reflection regularly, in which he or she critiques his or her own behavior and decides upon the right form of corrective action that is needed. Most importantly, the “good” student shows a readiness and willingness to work hard at learning the material.
The teacher-student relationship should be professional, but personal. The teacher should know who his or her students are, their likes and dislikes, their learning styles, their personalities, their interests and hobbies, etc. By knowing details about their students, the teacher can then bring materials that will best connect with the students on an individual basis. Though the classroom is democratic, the teacher must maintain some level of authority within the classroom in order that he or she achieves a level of trust and respect from the students. Finally, the teacher should develop the kind of relationship that allows the students to look up to him or her as a role model. By developing this kind of relationship, the teacher enables learning not only in his or her verbal communication, but also in his or her actions.
I believe that assessment should be varied in order to best fit the subject matter taught and the individual student learning it. While assessment should not always be in the form of a standard test, I also believe that it is important to occasionally have a standard test on material covered in order to prepare the students for taking future standardized tests. I believe that the best form of assessment is measuring the student’s growth over a period of time (for example, in the use of writing portfolios). I also believe that allowing the students to choose their form of assessment (occasionally) is also beneficial in demonstrating how the student connected the material to their own life. I believe that while intrinsic motivation is extremely important, grades are also necessary for providing the student with a standard measurement of their work. The student’s progress over time is definitely more important than the kind of grade he or she earns; however, his or her grade should be a reflection of his or her progress. I expect that my students will work hard to attain knowledge about themselves and the society in which they live. I will hold high expectations for them, but stress that these expectations should be a model for the kinds of expectations they should have for themselves.