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EDU 504
14 December 2018
Final
about learning and one that has positively impacted how I will teach. Before this class I had no
idea how much goes into learning. From the environment a student is in, to the people he or she
is surrounded by, and the content of the class itself - there is much more that impacts a child’s
ability to learn than I would have guessed. My own personal theory of learning is definitely still
evolving, but this class has affirmed in me that the first step in learning for any student, is that
This first step can be brought about in many ways, but I believe that it starts with the
parents. As the primary educators of their children, parents are the first ones to cultivate a safe,
and caring environment for learning to take place. Parents, hopefully, are the ones to begin
instilling in their child how capable he or she is. They are also responsible for continuing
education at home once their children are in school. This means assisting with homework, with
socializing, extracurriculars, and advocating for their children. Additionally, parents should be
involved and in communication with their child(ren)’s teacher. Together, the teacher and parents
should communicate about what the expectations are and discuss what role each person will play
and how they will unfold. Parents will be parents, teachers will be teachers, and both will have
the students best interest at heart. Teachers, as the secondary educators of children, should take
the responsibility of creating a safe and caring learning environment for their students seriously.
By the time a child is 5 years old they are spending many hours at school. For this reason,
I believe that children should be “taught” not only academics but social, mental, emotional,
intellectual, and ethical development (Morally Mature, LS 4). We know from Piaget (Piaget
Article, LS 3) that children have a lot to learn in regards to life and their whole-person
development, and schools should assist with that. By “taught”, I do not mean lectures and notes
all the time, but I mean giving the opportunity to learn in these areas of life. This can look like
playtime in kindergarten to socialize, or having a teacher as a role model in 6th grade to show
good emotional stability. This learning can take all kinds of forms. Additionally, I think a
question should be raised here of, “What if the parent does not want that? What if they do not
want morality to be taught?” Objecting to this whole-person type learning is a freedom that the
parent has. However, I would say the answer is not for the teacher to stop allowing this type of
learning to take place, but the answer is for the parents to find the school and the teacher that
lines up with what they want their child to be taught. The parents can choose what and who
This belief extends to the school as a whole. In the school system today, we are focused
on test scores (Teach to the Test, LS 5). We see test-scores as quantifying how well are
education system is working. I don’t agree with this method (and prefer teaching to the
whole-person) because it has many negative consequences for students. It lowers their sense of
worth and self-esteem. It puts them under undue pressure and stress. It causes burn out. We see
children giving up before they even start because they do not believe they are capable of tackling
these tests. However, as educators and as a whole school system, there are things the school can
do to work with it and still provide a quality education. As we learned during this course and
another course I am taking right now, the teacher can do activities that teach the material as well
as assist the development of the whole person. The school should do its best to create a
whole-person curriculum. This could look like learning about environmental and anatomical
science by drawing an animal (art and creativity) and then labeling the body parts.
This brings me to what I believe the second step in learning is: setting expectations for
the role of the student. This means that at the beginning of the year the teacher and parents need
to agree on what the expectations are for the student. Then, the teacher and parents need to let
their students know of these expectations. I have seen this done by asking students to write out
goals: goals for this week, month, year, 5 years, 30 years, etc… about everything! Then review
these together. All goals boil down to being the best we can be. By having that acknowledged at
the beginning of the year, the teacher is able to communicate with the students about why they
are learning and how they will achieve their goals. It was an incredibly fruitful exercise that puts
the student in control of his or her attitude towards learning, gives them an internal motivation to
Giving the students control over their attitude is different than giving them control of the
classroom. As we studied this semester, I discovered that I do not think the montessori method is
good for most students (especially as a high school science teacher) (Montessori Article, LS 2). I
believe in teacher-driven learning that is focused on the whole student. This means that teachers
should teach in a way that is captivating, interactive, and giving students the space to learn in
every aspect. I personally like a mixture of lecture-based, group activities, and whole-brain
teaching. This provides a nature of learning that is interesting to students, which creates a
classroom that is safe and makes students feel capable! This type of teaching also provides an
external motivation to learn. Having both an internal and external learning motivator is key.
Continuing to focus on the student, the next step in learning is the actual process of
learning. Teachers study how to teach and how to encourage learning for four years or more in
order to become licensed teachers, but these years of study mean nothing if you do not know
who you are teaching. If the educator ignores the demographics of his or her classroom no
learning will take place. It is important to know the diverse ability levels in your classroom. This
helps you as the educator to help students who need extra help and challenge those who need a
acknowledge the socioeconomic background of each student. For instance, in my classroom for
student teaching there are a few children who cannot even begin to learn in the classroom
because they are cold and starving and being shuffled around from house to house the second
they leave the school. Because I know that, I know to pour love and confidence into those kids in
order for learning to take place. Finally, it is important to acknowledge cultural diversity in the
classroom. Growing up as a military child, I would go to a new school every two years and the
cultures would be radically different. In the deep south they were incredibly polite and relaxed
and more focused on sports than on academics. In the northeast, academics took precedence over
nearly everything else in life. It is important to know where children are coming from. Setting
expectations for students can help assimilate students with different cultures into one coherent,
unified classroom.
Overall, this course has really taught me how little I know. Before November, I had no
idea how many factors go into learning. Now, I feel like I have a better grasp on not only how to
help a student learn, but how to teach better and how to learn better myself. In my future
classroom, I will definitely be more aware of all the different levels of diversity and will find a
way to create a unified classroom. Additionally, I had no idea how important it is to teach the
whole-person in the classroom. Growing up, I did not know my teachers were assisting my
development but looking back I can perfectly see where they allowed space for experience and
mentorship to teach me about more than just academics. In my future classroom I definitely plan
on teachers more than just science! Thank you for a wonderful and insightful course, Dr. Furda!
Works Cited