TEACHING PLATFORM
Be the person you want the student to become.
Children learn through following, not listening. As a teacher, if I want my children to be patient, a listener, respectful and understanding, I need to do the same. Just like Esquith (2007) says in his book, “I want my students to be nice and to work hard. That means I have better be the nicest and hardest-working person they have ever met” (10). Mrs. Morgan (2013) affirms, “The best teaching is the living of the truth one would impart” (9).
Children learn through following, not listening. As a teacher, if I want my children to be patient, a listener, respectful and understanding, I need to do the same. Just like Esquith (2007) says in his book, “I want my students to be nice and to work hard. That means I have better be the nicest and hardest-working person they have ever met” (10). Mrs. Morgan (2013) affirms, “The best teaching is the living of the truth one would impart” (9).
We are all born to be givers.
I believe everyone wants to give, be a help to others or make a difference. It’s in our human nature. As an educator, I believe everyone in this classroom has something to offer. So give them the opportunities to give, let them know their words and actions can make a positive impact in others’ daily life, integrating service-learning into our curriculum. The world view is telling us that the more we give, the less we have. But I want to foster the idea “the more we give, the more we receive” in my classroom.
I believe everyone wants to give, be a help to others or make a difference. It’s in our human nature. As an educator, I believe everyone in this classroom has something to offer. So give them the opportunities to give, let them know their words and actions can make a positive impact in others’ daily life, integrating service-learning into our curriculum. The world view is telling us that the more we give, the less we have. But I want to foster the idea “the more we give, the more we receive” in my classroom.
Ownership is the key.
Never just blame students for being irresponsible or careless about school. We take care of things we own. Give them the ownership of their learning, involve them in setting up the classroom rules and building classroom cultures; encourage them to lead classroom activities; let them ask questions and decide what they want to learn; and allow them to voice their own opinions. As Montessori (1989) says, “We must help the child to act for himself, will for himself, think for himself; this is the art of those who aspire to serve the spirit” (Education for a New World, 69). I believe only when students take ownership of their learning, being trusted and respected in the classroom, will the true learning happen and have a life-long impact on them.
Never just blame students for being irresponsible or careless about school. We take care of things we own. Give them the ownership of their learning, involve them in setting up the classroom rules and building classroom cultures; encourage them to lead classroom activities; let them ask questions and decide what they want to learn; and allow them to voice their own opinions. As Montessori (1989) says, “We must help the child to act for himself, will for himself, think for himself; this is the art of those who aspire to serve the spirit” (Education for a New World, 69). I believe only when students take ownership of their learning, being trusted and respected in the classroom, will the true learning happen and have a life-long impact on them.
Diversity of thoughts, not skin colors.
Using Esquith’s words in the movie, “Children are children. They are the same despite their skin colors.” Many schools put a lot of emphasis on embracing the diversity of skin colors, yet not making enough efforts to celebrate the diversity of thinking. We are different, not because we look differently, but because we think differently. I believe every student’s voice need to be heard by teachers and peers. The teacher’s job is to create a safe and open place for children to be who they are and at the same time feel appreciated and understood. It’s the first step to truly bring out cultural awareness to the classroom, to become independent global thinkers and eventually have this aha moment: “We are actually not that different!”
Using Esquith’s words in the movie, “Children are children. They are the same despite their skin colors.” Many schools put a lot of emphasis on embracing the diversity of skin colors, yet not making enough efforts to celebrate the diversity of thinking. We are different, not because we look differently, but because we think differently. I believe every student’s voice need to be heard by teachers and peers. The teacher’s job is to create a safe and open place for children to be who they are and at the same time feel appreciated and understood. It’s the first step to truly bring out cultural awareness to the classroom, to become independent global thinkers and eventually have this aha moment: “We are actually not that different!”
Mistakes are opportunities.
I believe creating a learning-centered classroom culture is essential. It means everything we do, including making mistakes, is for the purpose of learning, not to be right or the best one. Normalizing error not only encourages students to take risks in their learning, but also can direct them to find more opportunities in problem solving.
I believe creating a learning-centered classroom culture is essential. It means everything we do, including making mistakes, is for the purpose of learning, not to be right or the best one. Normalizing error not only encourages students to take risks in their learning, but also can direct them to find more opportunities in problem solving.
Let Love teach, guide and correct.
Love must be the center of everything we do and everything we are as teachers. Trustful relationships between teachers and students comes from our unconditional love for children. Engaging and interesting lessons come from our love and passion for learning. Discipline must be directed by love too. I believe all problematic behaviors come from “unsatisfactory or non-existent connections with people” (“Reality Theory”, 2015). “If a particle of pride, excitement, resentment, haughtiness, hurt personality, or anger enters into our thoughts, we are not in fit condition to handle the case. We are not truly disciplining. True discipline is entirely impersonal” (Morgan, 2013, p.18). Every time there is problem in the class, I will take it as an opportunity to “feed the famished affection” (Eddy, 1934, 17) to love more gracefully.
Love must be the center of everything we do and everything we are as teachers. Trustful relationships between teachers and students comes from our unconditional love for children. Engaging and interesting lessons come from our love and passion for learning. Discipline must be directed by love too. I believe all problematic behaviors come from “unsatisfactory or non-existent connections with people” (“Reality Theory”, 2015). “If a particle of pride, excitement, resentment, haughtiness, hurt personality, or anger enters into our thoughts, we are not in fit condition to handle the case. We are not truly disciplining. True discipline is entirely impersonal” (Morgan, 2013, p.18). Every time there is problem in the class, I will take it as an opportunity to “feed the famished affection” (Eddy, 1934, 17) to love more gracefully.
Reference:
Eddy, B.,M. (1934). Science and Health with Key to the Scripture. Boston, MA:Christian Science Publish Society.
Montessori, M. (1989). Clio Montessori: Vol. 5. Education for a new world. Oxford, England: CILO.
Morgan, M. K. (2013). Education at Principia (11th ed.). St. Louis, MO: The Principia.
Reality Theory. (n.d.). Retrieved November 30, 2015, from William Glasser Institute website: http://www.wglasser.com/the-glasser-approach/reality-therapy
Stuart, M. (Director). (2005). The Hobart Shakespeareans [Motion picture]. USA: PBS documentary.
Eddy, B.,M. (1934). Science and Health with Key to the Scripture. Boston, MA:Christian Science Publish Society.
Montessori, M. (1989). Clio Montessori: Vol. 5. Education for a new world. Oxford, England: CILO.
Morgan, M. K. (2013). Education at Principia (11th ed.). St. Louis, MO: The Principia.
Reality Theory. (n.d.). Retrieved November 30, 2015, from William Glasser Institute website: http://www.wglasser.com/the-glasser-approach/reality-therapy
Stuart, M. (Director). (2005). The Hobart Shakespeareans [Motion picture]. USA: PBS documentary.