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Goals of Education 1

Running head: GOALS OF EDUCATION

Goals of Education:

Personal Insights and Reflection

Alicia Keegan

Seattle Pacific University

EDU 6120

Dr. Arthur Ellis

June 7, 2009


Goals of Education

Reflection on a Pretest: My Teaching

Students should spend more time reflecting on ideas than mastering skills. For this Pretest statement, I gave it a score of a 2. I disagree that students should spend more time reflecting on ideas than mastering skills especially at the elementary level for a variety of reasons. I will list the reasons with intent to explain my experiences teaching big ideas in the public school system.

1. Young students don’t know how to reflect on big ideas.2. Students get side tracked and go on tangents when trying to reflect. It is hard to

stay focused.3. Students find group discussion and reflection time as a time to goof off since they

“aren’t learning anything.”4. Students lose track of the purpose of the lesson.5. The big idea in math is not good enough for parents or assessments. Mastering

skills is necessary.6. The math program that I use is based on “big ideas” and “spiraling.” It doesn’t

work. Most of the teachers in my school supplement with mastering skills daily. 7. Teaching the big ideas is easier to do with students that are focused. An average

elementary classroom may lack student focus. 8. The idea of teaching big ideas is an extension to mastering skills. It is best fit for

mature students who can handle higher-level thinking appropriately. I suggest that big ideas be taught with older students or a highly-capable class.

9. Active participation is necessary for teaching big ideas. This is missing in my current classroom.

10. Through discussion, I have learned that using an integrated curriculum can help with teaching big ideas. Integrated usually means that you tech ideas across subjects. If you teach dinosaurs in reading, you might measure dinosaurs in math, and learn about dinosaur habitats in science.

Why Teach?

The selection that I could most closely relate to was that of Horace. That teacher devoted every ounce of energy he had to teaching and students. In return, he got very little. Without recognition, praise, or financial stimulus, he kept devoting his efforts toward students. I feel that stories like Horace’s don’t get published enough. Parents of students often get wrapped up in what the teacher “didn’t do” instead of what the teacher “did.” Society gets wrapped up in what the students “failed to accomplish” instead of what they “did.” Administration can also forget to accept that teachers are limited. Teachers need time, materials, resources, and help in order to be the “it teacher” that society and parents expect. This story reminded me of what I had read in the beginning of the chapter. A professor was asking his students why they wanted to teach. He reminded them that teachers are scrutinized, schools are in bad condition, parents don’t support schools, children misbehave, and there is growing disrespect for teachers by the public (Canestrari & Marlowe, 2004, p. 1). Overall, I can relate to Horace because I feel that his situation is


mine. I have been feeling the pressure by society to create “perfect” students without the proper support from parents, society, administration, and the state.

I became a teacher because I loved to teach. I love children and watching them experience those “a ha” moments for the first time. However, with the growing pressures stacked upon teachers, I am not so sure that my motivation for teaching is still vibrant. It takes dedication for me to keep my spirits up. I currently find more enjoyment learning in workshops, SPU courses, and PLCs than teaching in my classroom. I hope for this course to enlighten me and give me the positive motivation to continue being an intentional teacher.

Responses to Other Professionals

Wow! I am glad that your work place is dynamic and stimulating. Mine is depressing often. I relate most to Horace's story. "He's proud, respected, and committed to his practice. He'd do nothing else" (Canestrari & Marlowe, 2004, p. 21). I would love to teach all day even on the weekends. It makes me proud to help a child to discover something new. However, like Horace, I have found "that it is a challenging time for teachers" (Canestrari & Marlowe, 2004, p. 1). In my challenges, I feel like parents are totally against me. I feel as if I don't have enough support from my administration, and I feel like the janitor is always hounding me to move something, give him some piece of furniture, or leave at a certain time so he can "rearrange" my space. With these frustrations I feel like Esme Codell. Esme was so frustrated by her roadblocks that she eventually just tried to "get by" or "make it through." This is evident by the last line from Educating Esme: Diary of a teacher's first year by Esme Codell. "Congratulate me--I didn't laugh out loud" (Canestrari & Marlowe, 2004, p. 7). I feel like I often keep my thoughts to myself for fear that I might stir up some other issue or say something that isn't popular. I often keep my opinions to myself because the more experiences teachers have already "figured it all out." I am the newest teacher in my building, so I also feel the pressure to side with one group or the other. The experienced teachers have established two groups that are often against each other in meetings. I tend to agree with whoever makes sense at the time. Like poor Esme, I am never heard seriously because I haven't yet taken sides.

Have we really cut corners? This is the problem that I see with teachers. We teachers think that we aren't "good enough" which allows society to think that we aren't doing enough. I think that we teachers can be our worst enemies. The answer is no, you didn't cut corners. In fact, you built bridges, opened doors, closed gaps, and opened eyes to the wonderful world of learning. This is more than an assessment can measure, more than a book can tell, and more than a parent can see on a graded spelling test.

As I read through Dr. Arthur Ellis's, Teaching, learning, and assessment together: The reflective classroom, I came to a conclusion that can help to give you the credit that you deserve as a dedicated professional to the teaching world, "learning should be active, that it is a pursuit" and teaching can be defined in various ways (Ellis, 2001, pp. xiii-xiv). The word should be spread to parents and society that the value in learning is not always


the grade on the assessment, but the actual learning itself. Teaching can happen in a moment, or it can happen in a formal lesson. I think that it is incredibly difficult for a teacher to cut corners by default of their title--teacher!

A Reflection

From the “Goals in Education” lecture, I learned that balance in curriculum is needed in order to prepare students for a diverse society outside of the school. Teachers, learners, and society are all responsible for the academic outcome of each individual which includes academic knowledge, discovery, construction of knowledge, citizenship, self-realization, and career preparation.

An “a-ha” moment came to me when the point was made, in the lecture, that society has a responsibility for the education of our students. Society has a role in education and should be an educator that is incorporated with the schooling process. I cannot disagree with that. In my classroom, students have gained the most motivation for research projects after the community librarian has come for a visit to share her resources with students. Students become more engaged in their learning and want to complete research simply because they can make a connection to their home environment by visiting the community library. Also, there seems to be more parent interaction when students can talk about their assignments outside of the classroom. The societal outreach from a community librarian has been the key to success in my 5th grade research assignments.

However, we must not forget Horace in “Horace’s Compromise.” That poor teacher made me feel like I was not the only one who feels that there is little support from society and pressures mounting upon teachers to fill in the societal void. We teachers need to remember that all of society has a role in education. The school and society should work together since society has a responsibly for the young. Balance is needed in curriculum in all 3 types of knowledge (received, discovered, and constructed) in order to prepare students for society. Society is an educator that should be integrated into the schooling process. Maybe it is the duty of teachers to incorporate society and our students’ cultures into our classrooms, in order to enlighten society and gain respect through awareness. We teachers can become the cheerleaders for society to take a positive interest in our students in order to help them become all that they can be. A connection can be made to the Whitehead reading selection. It was stated that teachers should teach what they teach thoroughly and prove its worth. Without purpose or a goal, there is no point for a learner to make a connection to their assignments in order to progress in the outside world of society. A learner can make these connections by being active learners that inquire, evaluate their thinking, and solve problems.

I do not have any specific questions about why we teach or how we teach. I tend to agree with the purpose driven lecture for teachers and students to have goals in mind when learning. A balanced curriculum that stimulates students into progressing into society is very reasonable to me. I agree with using a constructivist approach to teaching and


learning in order to promote citizens who have confidence and are willing to contribute to the common good of a whole society whether it is in an academic setting or in the work place. John Locke also supports the idea that children should be able to learn through experience in an environment rich in development of character through goal setting. As children progress, there should be emphasis on positive reinforcement, teacher guidance, and mastery of learning.


The Emergence of Eastern Educational Thought

Interest, Opportunity, and Reflection

What would a classroom where these three terms were taken seriously be like?Before reading the chapters in the Ellis text, I jotted down the following notes based on my own thoughts:

Calm Non-chaotic Respectful Non-stressful Evaluative (student evaluation) Goal driven by students

After reading, I figured that a classroom where interest, opportunity, and reflection were taken seriously would be wonderful. Academic achievement would be raised and the social/moral school life would be improved. Wider connections would be made by students. Active learning would accompany both hands on learning activities and reflection. With reflection, a greater meaning for learning would be apparent and children would learn about their own strengths and weaknesses, encouraging goal setting for the future. Accomplishments would be recognized so that improvements could be made intentionally. Students would take ownership for their own learning and their behavior through the use of reflection. Their own lives would become the examples for them to evaluate. The classroom would become more civil, have responsible learners and contain morals that were shared by both the students and the teachers (Ellis, 2001, pp. 1-10).

On a personal note, I have been using reflection more in my classroom in the past two years. I have noticed that students are already aware of their learning and motivation to learn. However, once they are asked to admit to it in writing or an oral reflection, it starts to shape meaning in their eyes. Students who have been unmotivated to learn and have “slacked-off” suddenly start to make simple goals for accomplishment. As reflection is continued, they admit to their faults and praise their accomplishments and efforts. Reflection provides an avenue for students to tell you what they think about themselves. In a way, reflection becomes a subtle way for students to “vent” or “meditate” as they might do in a counseling session. Reflection provides an outlet for students to “get it all out” so improvements can start to happen. Also, students who are doing well are given the opportunity to prove that too in reflection. This simple act of reflecting allows them to toot their own horn about topics that give them confidence.

On a completely different note, has anyone had problems with reflection in their classrooms? I happen to have a group that refuses to reflect this year. They think that it is a waste of time and consider it to be "not learning." Parents don't understand that reflections do not need to be graded. Any thoughts are welcome.


Who Are Today’s Students?

Today’s students are diverse. As I read this week’s selections, I began to feel anxious. Topics like race, Ebonics, and inclusion always make me feel as if I am teaching the wrong things. However, there is a balance that a teacher must find between teaching culturally responsively and teaching using the expectations of school/state policies. I find it difficult to change my classroom expectations when trying to cater to a unique culture that is present in the classroom. For example, when teaching a phonics/reading lesson to students, I would definitely correct mistakes made by students when reading sentences. If the student were making many mistakes (maybe due to her Ebonics), I would change the lesson to a choral read or a repeat reading situation. The book challenged this idea of correcting too much. However, the goal of the lesson should still be emphasized. If the goal of the lesson was comprehension, then it would be inappropriate to correct the Ebonics of a student. In a comprehension lesson, the teacher should emphasize strategies for comprehension instead of word pronunciation. Teaching each lesson differently creates a balance that I think can support both cultural responsiveness and school/state policies. The same thing is true in my current classroom. When I am grading for conventions, I give a conventions rubric to the students and I grade for conventions only. When I am grading for ideas, I give an ideas rubric to the students and I grade for ideas only. The poor speller, may get a worse grade on the conventions assignment compared to the ideas assignment. I still need to teach conventions to the poor speller. I cannot simply ignore the fact that he isn’t spelling well. In my opinion, as long as the teacher is explicit about what is to be learned in the lesson, then it shouldn’t be thought of discriminatory to correct students on their pronunciation of words or spelling.

On page 54 of the Canestrari and Marlowe text it does caution that well-meaning teachers often exacerbate the problems concerning race simply by not mentioning it. I agree that this avoidance of the obvious student diversity is a problem. In a science lesson about food chemistry, I asked students to brainstorm foods that would be high in carbohydrates and good to take on a hike. My classroom (19 Hispanics, 6 Native Americans) became a noisy discussion full of ideas like tacos, fries, tamales, and trail mix. The confident Hispanic students overpowered the quiet Native Americans and made the Natives feel like they were underappreciated. In fact, the Native students had expressed anger toward the dominant Hispanics in previous lessons. Once I stopped the class and explicitly mentioned that we had Native Americans in the class that probably would not take tamales on a hike, the class was able to be enlightened. A Native boy mentioned that he would take fry bread with him on the hike. For the next 30 minutes, the class was excited to learn how to make fry bread, eat fry bread, what condiments would make fry bread more tasty, etc.

To summarize the reading, we teachers should be aware of the different cultures in our classrooms and modify lessons appropriately. This includes making modifications for students with disabilities. Even though I agree with this whole-heartedly, I think that we teachers should be cautious about our goals for education. I do not think that we should abandon what we teach, but communicate with our students exactly what we want them


to learn and guide them to that learning through their unique cultures (including disabilities).


I agree with you about differentiated learning. Some children do work well in groups too. I think that group learning should be present in every class because the cultures can be shared. "There is no evidence that the education of other students suffers in any way from the inclusion process" (Canestrari & Marlowe, 2004, p. 74). I believe that including all students regardless of race or ability can only enlighten others and add to the learning process in the classroom. On page 54 of the text, it mentions that when race is not mentioned, it can be a type of discrimination that wasn't intended. Having children work in groups to share their cultural perspectives (including perspectives from disabilities) can highlight each child's differences in a meaningful way with a purpose toward the same goal--learning.

Thank you for the book reference. I also have a book to recommend, Literacy con carino: A Story of Migrant Children's Success. This book is an easy read that has examples of Hispanic students' work as well as explanations for their work. It will open your eyes to the cultures of children in Hispanic communities as well as their culture of poverty which can be very informative. This book, like the readings in this week's module, promotes the use of reflection as a tool for teaching writing and language, but also as a tool for children to express their thoughts and cultures. We teachers must not forget that some cultures are visual (Native American) and journal ideas in pictures. The language that can emerge from a picture is incredible.

*Disclaimer: I am aware that the new culturally acceptable term for America is compared with a salad bowl of distinct cultures. However, I am brave enough to step back into the melting pot and hope to convince you of my opinion without offending anyone. Please know that my attempt is for metaphoric reasons only. I appreciate a variety of cultures, religions, and human abilities.

Yes! A melting pot is what I strive for. I don't like the "salad bowl" metaphor as much for a few reasons. 1. A melting pot is cohesive, a salad bowl is segregated. 2. A melting pot shares ideas across cultures, a salad bowl keeps them separate. 3. A melting pot creates images of relationships mixing, a salad bowl mixes relationships but leaves distinctions. 4. A melting pot is fluid, a salad bowl is rigid. 5. A melting pot creates an image of cultures mixing and changing to reflect the mixing, a salad bowl doesn't reflect the outcome of any mixture it only mixes differences that are still different from each other. 6. A melting pot has a gel that binds all of the ingredients which is what America stands for, a salad bowl has no gel, no tie, no bind, only differences.

To quote the text, might help to make meaning of this melting pot. Change will be required for it (inclusion) to be successful. "What is at stake is our commitment as a democracy to educate all children to the best of their abilities and to teach them all to be


responsible, caring citizens, cognizant of their interrelationships and their mutual needs" (Canestrari & Marlowe, 2004, p. 76).

Thank you! I can respect your opinions and am glad that you have opened up my eyes to an opposing view.

This idea cracked me up. I love it! I have also seen a trampoline used as a reward in a special needs resource room. When the student has worked hard, he get a drink break and up to 5 jumps on the trampoline. It is very motivating and needed for stimulating brain activity.

Key Idea: A Reflection

After reviewing all of this week’s materials, I have come up with one key idea that seems to be apparent throughout. The idea of community is a strong thread that weaves among Confucius, Lao Tzu, Ghandi, Martin Luther King Jr., and today’s schooling philosophies. I found some supporting ideas of education for all and setting goals in education.

I made many connections with the lecture and the reading for this week. Confucius had the belief that anyone that pursues an education can have it. This relates to the reading about full inclusion (Canestrari & Marlowe, 2004, pg. 64). Regardless of who the student is, what his background is, or his natural abilities, he can still gain an education as long as he works for it. Confucius did think that students are lovers of learning and hardworking. Ghandi thought it was important that education honor Indian culture. This is consistent with the story about the little girl speaking Ebonics in her reading lesson from the text. Her culture should be honored and her language respected because that is how she thinks (Canestrari & Marlowe, 2004, pp. 35-43). Access to standard English will not make our students more intelligent (Canestrari & Marlowe, 2004, p. 43). “Many times, unintentional discrimination is practiced by well-meaning teachers who fear that talking about race will only exacerbate the problem” (Canestrari & Marlowe, 2004, p. 54). The thoughts of Ghandi also made me think of Martin Luther King Jr. Both wise men shared the belief that truth and nonviolence are inseparable. To seek truth, we people need to pursue it nonviolently establishing harmony.

The essence of this week’s module was really about centering ourselves as teachers and thinking about the educational goals for our students. When we can realize what is important, then we can seek to teach that importance with depth and understanding. That depth leads to teaching big ideas that incorporate society and create community. “What is at stake is our commitment as a democracy to educate all children to the best of their abilities and to teach them all to be responsible, caring citizens, cognizant of their interrelationships and their mutual needs” (Canestrari & Marlowe, 2004, p. 76). I think that Confucius, Lao Tzu, and Ghandi would all agree.

All of the materials in this week’s module relate to teaching big ideas that are community related. This is the “new theme” that is being taught to us teachers. I am happy to teach units in reading that incorporate my students, their lives, and deep understanding for


ideas of community and competition, heritage, citizenship, and inquiry. What I have noticed is that the students have more “buy in” to lessons and are more reflective when they have a stake in the curriculum. We post new thoughts and connections on a Concept/Inquiry board in the classroom that often ends up being a giant scrapbook page. Confucius never talked about scrapbooking, but I think he would approve of my class’s efforts to produce a harmonious compilation of ideas that promotes their clear character as they seek wisdom and truth.

My final thoughts to share include both Confucius and Lao Tzu. Both the lecture and the additional reading that I did on the internet claim that these two philosophers were from differing perspectives. They were opposite in thought and practice. I actually see their views to be complementary. Confucius promoted a moral education of harmony and a connection to nature. Lao Tzu also promoted to live properly in the world and enjoy the simple, natural things in life. Both promoted that materialism is not the main goal in life or education. It might take you away from your values or tradition.


The Emergence of Western Educational Thought

Balanced Teacher Leadership

First of all, the term balance needs to be defined. Often, I think that the term balance in teaching gives the impression that there should be equal shares of knowledge received, discovered, and constructed. However, I disagree. The term balance should relate to the needs of each individual classroom. For example, I am a teacher that promotes project-based learning. I love it! I think that students enjoy projects, can be creative, can practice independence, can employ inquiry, and get to learn deeply instead of learning widely. For the past two years, I have used projects to teach concepts in my classroom. These projects have looked completely different based on the needs of the students. The needs for the past two years are listed below.

2007-2008 2008-2009Need for knowledge received

10% 70%

Need for knowledge discovered

40% 20%

Need for knowledge constructed

50% 10%

You will notice that the appropriate balance for these types of knowledge changed dramatically from last year to this year. That is because of the knowledge that the children brought with them to the classroom. Last year, the children came with deep background knowledge for many things which led to fewer classroom lectures or vocabulary sessions. The need for being able to construct new knowledge was evident. I employed project-based learning immediately. The children engaged themselves in research, planning, building, and presenting knowledge to each other. They gained experience with tools, and new information in the process. This year, the children came with little knowledge for many things including basic survival skills. They needed to be taught how to construct knowledge which meant that I (the teacher) had to teach how to learn. Most of the children thrived on knowledge received, loved interacting with the teacher as the expert and were very scared to try exploring on their own. Experience was important, but came at a minimum. The children were only willing to experience a little at a time with the teacher as a constant security blanket. Projects were done in small groups and the teacher had to reassure students to keep learning and trying new things each day.

Finally, to achieve a “balance” in the learning process, students need to be confident that they did learn something. In order for them to realize their achievements and set new goals, they need to be reflective. Reflective thinking involves not just the teaching of information, but the learning from students. With reflection, a top-down classroom can transform into a place of empowerment for all children regardless of their securities with information (Ellis, 2001, p. 20).



I agree. It also takes someone who understands the balance that we learned about in the Ellis reading. A good teacher has to be able to allow for reflection. Not only do students need to reflect for their learning to be complete, but teachers need to be able to reflect on their own practices of teaching knowledge. A teacher must be able to impart knowledge that can be received by students, discovered in the classroom, and constructed through experiential learning activities. Cathy Johnson may be a good teacher, but her teaching quality wasn't evident on page 97 of the Canestrari text. We need teachers that understand the importance of a guest speaker like Frankie Stevens (Canestrari & Marlowe, 2004, p. 98).

Also, there needs to be a teacher-student relationship that is formed by teachers who generally care about their students and have had time to think about their own philosophies about that care. A good teacher can have a transforming power to teach students to in turn, teach the teacher. A good teacher has the ability to "let go" or allow students the opportunity to transform the learning structure in the classroom. Then they can become beings for themselves (Canestrari & Marlowe, 2004, pp. 99-102).

Cutting out one unit worth of lessons (that I do not deem necessary) of material that I would normally cover in a year to make the time to make sure my students are learning the other material better (Ryan Preis).

This reminds me of that old saying, "A mile wide and an inch deep." We teachers are encouraged to teach deeply with less emphasis on the quantity of material and more emphasis on the quality of our teaching. That is why the state has imposed the CBAs. However, I was just handed 2 more CBAs this year to complete. Hmmm... (Dramatic pause here). Does the state want a mile wide or an inch deep? I am now expected to complete 3 CBAs in the fifth grade (Social Studies, Art, and PE) as well as teach science for the WASL.

What I am concerned with is the balance that will be disturbed by the requirements that continue to be piled up. If we teachers really want to teach reflectively and allow our students time to do just that, then how will we keep up with all of the requirements? It takes a long time (and even longer with some groups of kids) to allow for knowledge to be discovered then make sense of the knowledge through reflection. Some kids actually have to be taught to reflect. Once you can teach them to discover and reflect, they may be ready for knowledge constructed. Sometimes I feel like I don't have enough time to allow for all of the steps necessary for a balanced knowledge system.

I too, enjoyed your list Leanne! I do have a question though. What do you do when the group doesn't want to participate in why questions? What if they don't want to discover or work in groups? What if they simply want to gather the information and memorize it? These questions stem from my current class. I have the group that simply fits no mold. When given opportunities to learn, grow, inquire, and experience, they would rather walk out the door. Is there a motivational tool for promoting a constructivist learner?


I agree. That is what I have learned this year, get those that are ready, ready. I never thought that I would have to teach inquiry until I had to. It is true that not all students are ready to discover on their own. Their balance is being secure before they move on to construct their own knowledge.

Search for Meaning: A Reflection In what ways does this activity have or not have meaning for me personally?Personally, this activity has relevance in my life as a teacher. I know understand that teaching is a process that can be, and has been changed over time from the very beginning. Teaching was a highly respected occupation in the past. That makes me feel like I am doing something that is respectable now. As changes continue to occur, some things remain constant in the teaching world. A teacher must have wisdom and a strong moral character. Above anything else, this activity reminds me that I do fit the mold of what a teacher should be according to the Old World and today’s standards.

How specifically might others benefit from the experience?Other teachers will definitely benefit from this experience because I am able to communicate with them what I have learned. The things that I can share are that a strong moral character is valued in teachers and has been for centuries. I can share that the idea of citizenship is so important that Socrates encouraged it in the Old World. As we teach citizenship, we are not only meeting today’s state standard, but we are also upholding a traditional thought in education dating back centuries. Inquiry in science, is also an idea that isn’t new, but should be respected from the age of Socrates. As we teachers study the past, we should be enlightened by the important aspects of teaching that should be brought back, or highlighted in today’s society.

Does this activity make my classmates and me better for having done it? In what ways?I don’t think that this activity makes me a better person for having done it. However, it has made me more reflective. The piece that has definitely stuck out for me is that each educator (Socrates, Plato, Aristotle, and Quintilian) emphasized that morals are important in a teacher. The truth and honesty are character qualities that teachers should have and are valued. As I learned about the importance of morals, I changed my teaching philosophy a bit. I too always thought that morals were important, but I never thought to say that a strong moral character as a defining quality of a good teacher. I always just expected that all teachers were moral. I now think that it is important to emphasize that a strong moral character is important to my teaching philosophy.

Is this a useful, practical experience? If so, how?Any learning experience is useful and practical. I think that this particular learning experience is more practical to be used as a reflection tool to guide us teachers to think about our own philosophies and how we might fit into the Old World ideas of good teachers. I think that this experience has opened my eyes to the changes that have been made in the teaching world over the past centuries. One small example is that Plato and Aristotle thought that education for all was very important. They emphasized this in their


teaching. Today, we expect that education is happening for all because it is a requirement. We spend less time emphasizing that education is for everybody. This experience has allowed me to see those changes in education that impact my daily life.

Is this experience enjoyable and fulfilling in other ways?I think that this experience is fulfilling because it has allowed me to reflect on teaching and celebrate the positive attributes of being a good teacher. Attitude, character, citizenship, virtue, and wisdom have all been discussed as quality characteristics of a good teacher. I am proud to think about myself and know that I do possess those qualities.

Is this a reasonable learning experience?This is a reasonable learning experience because we all know that teaching isn’t something new. It isn’t going to go away any time soon either. It is important for us teachers to review where we have come from and project where we are going. As we make goals, it is important to see what consistencies have gotten us to the educational point that we are now standing. It is the consistencies that provide a stable base for us to continue to grow and search to become better teachers.

Does this experience make me want to pursue this subject further?I personally, do not want to pursue this subject further because medieval times and the Old World tend to confuse me. However, I do see an importance in asking fellow teachers what their teaching philosophies are, where their ideas came from, and what they hope to accomplish in their teaching careers. I do not think that Socrates, Plato, Aristotle, and Quintilian were the only teachers that have good ideas to guide my teaching. I think that I may benefit from hearing what my colleagues might have to say.

Is this experience truthful? Does it build up my integrity?This experience is truthful. In fact, all of the teachers highlighted have a very proud air around them it seems. My integrity has been built by the idea that teachers are respected individuals that possess wisdom and virtue. The reading made me feel good. I felt like Socrates appreciates my citizenship, Plato cares about my individual needs as a learner, Aristotle wants me to be educated as an equal member of society, and Quintilian likes that I teach using praise and positive reinforcement. I feel more confident after reading about people who believe that teaching is a valuable profession necessary for the education of all people.

Are all of us, not just some of us, involved?I am definitely involved in the ideas laid down by those in the Old World simply because I am a professional teacher. However, I pose this question as part of my statement about teaching and learning: Who is not a teacher?As we all go through learning phases in our lives, do we not rely on others to teach us? All teachers are valued because they have knowledge that needs to be received by someone else. This knowledge is known as information or wisdom. The wisdom is transferred from one person to the next exchanging information among both learners and teachers. I think that every time I teach a single thing to one person, I learn three things


in return, and am able to teach more than I could before. This is because we are a community of learners. I think that as the teachers in the Old World reflected on citizenship, morals, education for all, and positive learning, they were thinking of educating a community. They wanted their wisdom to be reflected in others. They wanted for others to in turn, become teachers themselves.


European Educational Ideas: The Beginnings of the Modern Era

Team Building

What is the role of team building in a school setting?

The discussion question caught me off guard this week. My initial thoughts were:1. I don’t have a team, I am the only 5th grade teacher at my school.2. My students don’t like to work in a team this year.3. The fact that our school is talking about cutting extra curricular activities, art,

band, and music because of budget leaves little room for team building to be reinforced with students.

After reading, I understand more about the role that team building has in my school. Team building emphasizes using team learning to learn academic concepts and integrate the effort of the students. As students learn, they also practice patience and crucial leadership skills. When everyone works together, a successful performance can be created. Since we work as a community in the classroom, it makes sense to work together to solve academic problems too. “Synergy is created when people integrate their efforts toward a common goal” (Ellis, 2001, p. 33). Collaboration and group effort are also characteristics of good employees. One of my school’s goals, according to its mission statement, is to prepare children for the future. Team building is preparing our students for their future studies and the workplace.


Team building will help to bring back the “heart and soul” of why we chose this honorable profession (Jennifer Wesley)!

I think there is a lot of truth in your statement. Sometimes, especially now, we teachers sit in the staff lounge and gripe about budget, lack of budget, and time constraints. Each time we collaborate in a workshop or meeting, the mood changes. We are hopeful, motivated, and express our creative spirit. Through team building, the "heart and soul" of our teaching shines through. I also think that being part of a team allows one person to show his/her talents. Showing your talents can only leave you vulnerable and challenged to learn more. I think team building is a good thing.

"We're in this together" (Ellis, 2001, p. 34). Team building does promote citizenship actively. As we teach students what it means to be a good citizen, they have opportunities to practice through team building. Team building happens in a democratic society of choice and election. Students learn to share their voice and participate actively in order to achieve their personal goals. Goal setting is also an important aspect of team building. Without goals, a team has no direction and is in danger of collapse.


I love your experiential learning lesson ideas! However, because of the group I have this year, we have already experienced biting while standing in line. I am not sure that team building exercises are safe activities. I have tried other team building exercises in very small groups (2 or 3 maximum). Those seem to work better. With the group I have, we take each day one at a time. My job is to give them practice in a safe environment for upcoming group learning in middle school. They are learning...just very slowly.

Great idea! Modeling is definitely where we should start. Encouragement makes a community stronger and establishes informal rules about team building and what it looks like!

Search for Meaning: A Reflection

In what ways does this activity have or not have meaning for me personally?Personally, this activity has relevance in my life as a teacher, because I can relate to the teachings of the time periods that have influenced my own education. The Reformation has captured my attention the most. The idea that both boys and girls needed to be educated in order to become literate was important then and is something that is established in my personal philosophy of teaching. Literacy is a cornerstone for learning and surviving in today’s workplace. Without it, men and women would not find it easy to be financially stable in our society. Pestalozzi supported the idea that, “sensory and vocational instruction would produce economically self-sufficient individuals” (Historical Perspectives, p. 73). This is part of the teaching that has changed to be more child-centered and child friendly from times previous. This is directly related to the types of learning and teaching that is present in my classroom.

How specifically might others benefit from the experience?Other teachers will definitely benefit from this experience because the reading gives the history of our current teaching techniques. The reading provides a basis for our thoughts and ideas that keeps us teachers grounded. When we know where our philosophies have come from and why we teach the ways that we do, we can hold ourselves accountable for the learning that happens in our classrooms. Understanding that modern pedagogy supports that children learn differently from adults is important for others to know. Others would also benefit from knowing that science inquiry, observations, and natural law has been important for many years which encourages people to study the natural world because there is much to be learned that cannot be learned from the religious (supernatural) world. Does this activity make my classmates and me better for having done it? In what ways?I don’t think that this activity makes me a better person for having done it. However, it has made me more reflective. I do enjoy understanding my own ways of thinking which is what these readings have allowed me to focus on. My thoughts about teaching tend to be much like those of John Calvin from the Reformation and Rousseau from the Romantic period of time in history. I think that equality for all in education is a duty for a teacher to provide. Also, I think that children should be given opportunities to follow a natural path to learning. Learning should promote activity and reflection alongside


classroom studying and work. Children learn through action, activity, discovery, and active participation. Memorizing vocabulary words and copying notes isn’t the most effective, or natural way for a child to learn in the classroom. After completing these readings, I am more aware of the importance for project-based learning with teacher guidance in my classroom.

Is this a useful, practical experience? If so, how?Any learning experience is useful and practical. I think that this particular learning experience is more practical to be used as a reflection tool to guide us teachers to think about our own teaching and philosophies. I can assimilate my own teaching philosophy to that of the European educators quite easily. I agree that children should learn concretely before being expected to move on to abstract ways of thinking and doing. Like the notes in the lecture, I teach simple machines to my students before expecting them to understand the physics behind any cause/effect relationship having to do with levers, pulleys, or screws. We build our own human lever system and experiment with moving its fulcrum to make work easier. Then we play “games” on the computer that relate to simple machines in a doctor’s office and in a home before the students are even asked to explain how a lever might work or to give various examples. Being reminded that European educators also believed that children need time to move from the concrete phase of learning to the abstract is practical for me to use in my modern classroom today.

Is this experience enjoyable and fulfilling in other ways?I think that this experience is fulfilling because it has allowed me to make connections about my own teaching to those of well-known educators. I feel a sense of satisfaction when I can pinpoint some of my own thoughts about education in the lecture or the readings. For example, in the reading it stated, “A variety of schools were established to meet the needs of various groups. This diversity of thought and practice in education and schooling is with us today” (Historical Perspectives, p. 71). The thoughts of diversity are not only present in my classroom, but are highly respected by me in my everyday teaching. I teach to everyone, regardless of their ability. I also teach students in a democracy where the children get to decide what happens as long as there is consensus and equal rights for all are employed. This provides fulfillment for me because these ideas have been duplicated from respected educators of the past.

Is this a reasonable learning experience?This is a reasonable learning experience because we teachers need encouragement and motivation. What is more encouraging or motivational than to read about educators that share your philosophy for teaching and learning? After reading and listening to the lecture, I feel like I have some ancient cheerleaders rooting for my teaching team! It is always reasonable to read about others who thought that critical thinking is important, student choice should be employed, and exploration is a valuable learning experience.

Does this experience make me want to pursue this subject further?I personally, think that learning more about the Reformation would peak my interest. In my earlier college years, I learned about the musical influence of the Renaissance, Reformation, Enlightenment, and Romantic periods of time. Through that initial study, I became aware of Beethoven and his works of music. I now use Beethoven CDs in my


classroom to calm the students. However, I have learned that because of the variety of influences, not all of Beethoven’s work is appropriate to calm the classroom. This initial study and the readings that I have done in this class have definitely got me to ask questions like, What would Rousseau think of my classroom management?, Is my classroom set up to aid discovery learning appropriately?, and Is there enough choice for students in my classroom?

Is this experience truthful? Does it build up my integrity?This experience is truthful. Because I would like to study European educators more, I think that my integrity as a teacher has grown. Often times, I feel like I fall into a slump. I teach the lessons that I am supposed to teach and allow students to complete projects in order to foster “good learning experiences for all.” However, I now have a new motivation for applying the thoughts of past educators into my classroom. There are certain thoughts that I agree with and have simply put on the back burner because of my own teacher burnout. I think that I would like to increase my teacher integrity by employing more student choice in my classroom and allowing for democratic ideals to come to the forefront.

Are all of us, not just some of us, involved? Students will gain the most from the teaching techniques that are encouraged by European educators. However, everyone involved (teacher, students, parents, principal) can benefit from reflecting a bit about the types of teaching that are present in today’s classroom. Students can benefit from being challenged appropriately and being allowed opportunities to flourish in academics as well as social life and attitude. European influence on American thought makes each member of a learning team important. School, after all, is a place to live. We can all learn to live together.


American Education: Horace Mann and the Common School Movement

What do good schools look like?

This week’s reading didn’t sit well with me. I happen to think that that Summerhill is a not a balanced school. When schools are extreme, the balance is lost. I think that all students should learn to be balanced and think of other perspectives in order to be productive in our society. A school’s mission should contain evidence of trying to get students ready for the real world. When a school is extreme or teaches in an extreme way, students will not be ready for the reality that waits beyond the classroom walls. Structure, punctuality, and the teaching of consequences for behaviors (cause and effect) is important for students to learn in school. I also found myself arguing against the Paideia Proposal. It stated that schooling must be general and liberal (Canestrari & Marlowe, 2004, p. 142). However, I think that the word liberal can be taken to extremes and be counterproductive to a good school environment. I think that because our nation’s democracy is split into two (conservative and liberal), even the mentioning of the word liberal can be dangerous. If a school’s aim was to be cohesive and provide opportunities for growth and students choice in a citizen’s environment, I think that it would leave a better taste in my mouth than “a school must be liberal.” I also think that the Paideia Proposal was one sided. It didn’t take into account the ways that teachers are teaching today. Electives and extra curricular activities keep kids in school. There is DEFINITELY an educational value in them. My own sister is building her own house with real money (no loans) and house plans that she had to alter on her own. She is being successful because she took auto cad as an elective in high school. She has had no formal training, college education, or job experience, just great teachers and elective choices. Finally, I have to disagree wholeheartedly with one of the descriptions in the chart on pages 162-163 of the text. It states that there is a possible reason to worry if a classroom’s furniture is arranged so that chairs are all facing forward. I happen to think that if there are chairs facing backward, there might be a problem. Think about it, can a student see a demonstration with his back to the presenter? There is only one presenter in the room which means that all of the chairs must be facing the same direction (I hope forward) in order for students to have equal opportunities to see, hear, and experience the action. Why would I face a chair any other direction?

Summerhill Questions:1. So what is the school’s purpose?2. What are the goals for the school?3. How is it funded?4. How are the students accepted to the school?5. How is money spent?6. What is the compilation of the staff?7. Does the school employ logical reasoning?



It is true that the cleanliness and maintenance can make a difference in a school setting. My example is my brand new portable. The building hasn't even been standing for a whole year yet, but the kids complain because the bathroom has never been cleaned by a janitor...not once. In the middle of class this week, a student had to interrupt me to tell me that there was no toilet paper in the bathroom. I spent quality class time, locating and hanging paper for the bathroom. It is frustrating to know that the building was a great idea, but the maintenance is still an after thought.

PS The bathrooms have technically been cleaned by my paraeducator. She is such a blessing. She has voluntarily cleaned the bathroom several times since there is no plan in the school for it to be cleaned. Unfortunately, it has only been cleaned when there is a 1/2 day of school.

If the teachers are successful and experienced, should they need to assimilate to the standards according to pages 162 and 163 of the text?

I agree that finding meaning and truth are important, but how do you report this on district report cards. Honestly, I test the things that need to be reported on the district report card. Those are the things that parents are going to ask me about.


In what ways does this activity have or not have meaning for me personally?Personally, this activity has relevance in my life as a teacher, because it has reviewed exactly what has happened to lead up to the structure of my job. The job that I have has history. It has been reformed, restructured, and continues to be analyzed by the public and politics in order to make the greatest difference in our country. Our country counts on my job to produce the workers that it needs to be great. Universal, popular education was spearheaded by Horace Mann in order to make me a great teacher and our population great citizens.

How specifically might others benefit from the experience?Others might benefit from this experience because it is intended for all. Horace Mann believed that education is the soul of a republic. In our democratic society, education serves as a foundation for our youth to gain access to power. The power of the human voice, decision making, and change in society belongs to citizens. Informed, educated citizens can use their power in order to make the changes necessary for betterment in society. Does this activity make my classmates and me better for having done it? In what ways?I think that this activity makes me and my classmates more informed for having done it. In our current society, I feel as if citizens are not informed. Our current economic status has plummeted due to citizens behaving improperly. I feel the citizens have chosen to be irresponsible due to lack of knowledge. It is the duty of our society’s teachers to teach


how to live responsibly in a republic to all people. It is the right and duty of the citizens to be educated in order to make our republic a responsible one. Reviewing the past, we have learned that education is really a privilege for all people. All people should take advantage of our free schooling because it wasn’t easy for it to become what it is today. We have also learned that the public supports our schooling along with federal and state funding which should continue if the public wants to keep reaping the rewards of public education. However, without the responsibility of the public, our schools could be in danger.

Is this a useful, practical experience? If so, how?Any learning experience is useful and practical. I think that this particular learning experience is useful because it pinpoints the idea that patriotism is what this country was built on and education is part of that duty to our country. To be an American is a proud honor because we Americans are allowed to be publicly educated and informed to make our own decisions in a government where we the people have power. Horace Mann supported the idea that schools should be controlled by, paid for, and sustained by the people. All social and religious backgrounds are accepted in schools because it is the people who control them. The people are responsible for the rise and fall of schooling. That is why it is so important for we teachers to teach the responsibility of becoming informed about your local schools, becoming involved in the decision-making processes in schools, and voicing your opinions about funding so that schools do not go under in a country where schools have been designed to be the foundation of the entire democracy. Patriotism is what will pull America out of despair and rebuild our economy. In order to have patriotism, we must create informed, interested citizens in our schools.

Is this experience enjoyable and fulfilling in other ways?I think that this experience is fulfilling because it has made me think. I didn’t do much reflection on education’s past or what Horace Mann actually did for schools this week. Instead, I took the information presented, analyzed it, and came to my own conclusion about schools today. I learned from the material that Horace Mann wanted education for all to reflect citizenship from unbiased schools that were controlled by the people in society. Everybody has a “buy in,” in order to make education purposeful. I learned about the history of schools in a picturesque scrapbook of painted words that reminded me that schooling has come a long way to become great like it is currently. This experience is fulfilling because I can see that the hard work done to benefit education, our society, and our nation’s democratic ideals is being squashed in today’s world due to lack of funding. The lack of funding is due to the lack of knowledge of our citizens. Citizens will soon have to bear the burden of a broken schooling system because they were not informed about the duties that they hold to make our nation great.

Is this a reasonable learning experience?This is a reasonable learning experience because it impacts everyone.

Does this experience make me want to pursue this subject further?I personally, think that the reading this week should be published in a newspaper editorial so the public can have access to it. The problem with educating the people, is that


teachers shouldn’t be the ones targeted. Education is provided by well-trained professionals who should extend this information to the public in order to create change. Our president, President Obama, has tried to create change recently that may or may not work. I think the change that is being overlooked greatly is the simple education of the people. In order to make change, a society must be changed. Power in a republic, does not rest in the hands of one person. It is the duty of our society to take information, be empowered, then make the changes necessary to better humanity. We teachers should share our educational history and stories with citizens to empower them. The only problem is that without support, we may not have the funds to do just that.

Is this experience truthful? Does it build up my integrity?This experience is truthful. It builds upon my integrity because it makes me think about how I can really make a difference. I think to myself, “How can I help to sustain America as a democracy “from sea to shining sea”?” Horace Mann was able to establish the common school movement with ideals for moral schools that are free of religion in order to suit all people. I am just trying to uphold the tradition of a moral school by teaching students to be kind, listen to various perspectives, and think for themselves. My integrity as a teacher is challenged not by ideals or principles, but by the lack of confidence that I have in our school’s funding sources. Initially, it is my job to teach about education’s history in order to uphold the quality of today’s schools for our future generations.

Are all of us, not just some of us, involved? Everyone is involved in education’s history. Everyone will be involved in education’s future. Now, it is the citizens’ job to change our economic status so education will not plummet along with jobs, stocks, and housing.


Alternative Ideas in Moral Education

Theory of Mind

The Rousseau quote relates to the “Theory of Mind” by reiterating that we should be trained for society which is a social entity, yet school is often confining, teaching us to be guarded and isolated from one another. The “Theory of Mind” is about possessing an awareness of others. The theory is like Rousseau said, an idea that “students need to talk about their ideas, to listen to other students, and to work together in situations where task-related conversations occur naturally” (Ellis, 2001, p. 56). The theory explains that students learn from playing together, working together to produce a final project, and collaboration. These types of opportunities help to develop theory of mind. The students learn that others, besides themselves, have something important to offer in life. It is important that students understand this concept so that they can work in a society that depends on support for one another. No single job can make a whole society function seamlessly. It takes collaborative teams to run systems that create a healthy, productive society in a democratic republic. That is why we teachers should teach in a way that fosters collaboration and does not focus on isolation.


I absolutely agree. Grades are the marks that record whether or not someone has learned. That is why colleges use them. We teachers use them partly to be consistent with what happens in college. I use them as motivation. The books stated, "People who are promised rewards for doing something tend to lose interest in whatever they had to do to obtain the reward" (Canestrari & Marlowe, 2004, p. 177). However, I have to disagree from personal experience. This year's class of mine wouldn't do anything until I gave out first quarter report cards. They were shocked at their low scores. I told parents that I hold kids accountable for their work and actual learning that is documented on paper. Once report card conferences were over, students were motivated to work harder and started to prove it by participating in class and actually doing homework. On top of that, class work was turned in completed. The grades increased and so did motivation.

That is true. Each class is different and the students have different needs. However, do you think that kids need to be prepared for evaluation in the work place? I think that anxiety on pop quizzes would help students to become comfortable with evaluations and testing in the work place. Some jobs have tests that need to be passed before hiring.

It seems as if our new math Performance Expectations are also going back to a more traditional approach to learning. They even want kids to know how to use traditional algorithms for multiplication and division.

I think this is where balance should be employed. My class shares their thoughts and ideas on tests too. In fact, there are some students who just copy from their neighbors 100% of the time. I guess I should have some guidelines about what sharing means.


That is also how they learn to live in a society that is close. Our suburbs and apartment complexes need people who have skills to work together to solve problems. I was living in a townhouse in California where all the neighbors would do is argue about which type of landscaping to use under a set of stairs. I think they could have benefited from a collaborative classroom.


After reviewing all of this week’s materials, I have come up with one key idea that seems to be apparent throughout. The idea is that it should not be the duty of the modern school system to teach morals primarily to children because the goals of the school system have changed to fit a different mold.

In the past, “Academics and morality were cut from the same cloth” (Ellis, 1998, p. 1). Today, there is not a moral consensus in our modern communities, so it is hard for schools to teach toward the goals of morality without a defined purpose. With the separation of church and state, teachers must use a new set of rules to determine their moral curriculum. The Bible is not a curriculum cornerstone any longer.

Teachers can teach morals in many ways, however, it should be the duty of the community and family to morally teach to children so they will become responsible for their own actions. The module lecture expressed concern that our current system to teach morals in the school may be broken. The simple fact that schools have changed, leads us to realize that our moral teachings have also changed. With the addition of high-stakes testing and strict standards, a teacher is stretched thin during a typical school day. In order to teach citizenship and spirituality, a teacher must find time. This creates an idea that moral instruction is a subject instead of a value system. Schools in the past, were “designed to fit children for a contributing role in spiritual, civic, and family life” (Ellis, 1998, p. 1). This is not true today. With the structural changes in the school format, there needs to be a change in the moral education for youth in our society. How might this happen?

In Colonial New England, there was a shared responsibility for teaching morals, yet it was up to the individual to determine what was the right thing to do. Today, we lack the educational foundation of morals. Since moral teachings are being dismissed, individuals cannot take responsibility for their actions as easily. I have seen students do mean things on the playground haphazardly and simply walk away because they have no idea that what they did is morally wrong. They have missed out on learning opportunities that would have established a moral foundation of understanding for the child. This is why a community and other leaders in society need to step forward to take on the role of moral educators.

Reflecting on the moral education of youth is definitely pertinent to my teaching. Today, I can teach character qualities to children, but if they don’t have the moral foundations laid before they come to my class, my teaching is almost pointless. It is the duty of a family and society to establish morals, values, empathy, and caring in a child’s life in


order for that child to make connections with what is allowed to be taught in school. My teachings of responsibility, caring, forgiveness, citizenship, honesty, and respect are only productive if a child can understand them as important qualities that are valued in real life. Sometimes I wonder if moral foundations are not being laid for children because of the growing number of families who choose not to attend church. Would allowing religion back into school make a difference in the moral development of today’s youth?As a final thought, we Americans need to admit that our lives are busy and chopped full of “to do lists.” Convenience is not only comfortable, but it is expected in our modern society. Because of this, some traditions have gone to the wayside. As a byproduct, the youth of today is not being morally educated to reach acceptable standards. Americans are using Sundays to “get on top of” another project or to “stay ahead” of the competition. Children are not receiving the moral support that they need at home or in the school due to modern changes. I propose that society step up to the challenge of educating its youth as members of a unified society instead of expecting that the teachers will do it. After all, we know that the goals of the school system have changed to fit a different mold.


Progressivist and Essentialist Education

How does one develop a critical voice?

Conformity is not an option. At least this is what Canestrari and Marlowe have indicated in the reading. According to them, a teacher should be a “good crap detector” (Canestrari & Marlowe, 2004, p. 224). They suggest that a teacher develop a critical view on education and education reform along with a critical voice that creates change. The reading made many accusations toward a corrupt education system that lacks good teacher direction.

Personally, I happen to disagree with 90% of everything I read about developing a critical voice. I think that teachers today are prepared for the classroom. In fact, given the demands that teachers have for their own education, it is not easy to be uninformed about critical thinking, current educational trends, or good classroom teaching. I think that teachers are doing the best job that they can to balance quality teaching with test prep for state standards. With the implementation of high-stakes testing, I think that accountability is being taught to students. In return, students are learning about how to evaluate themselves and their progress. Students are becoming more responsible and developing opinions of their own about politics and standards. With the current trends in education, students are being given opportunities to develop their own critical voice. Teachers do not all agree with high-stakes testing, but I hardly think that they are sitting around idly. It takes time for change. Teachers are expressing their critical voices about No Child Left Behind and making great headway. I think that in the meantime, teachers should be recognized for their great efforts to work with what they have. They are doing well with the mandates that are present and doing their best to make changes for the future. Also, a good teacher knows how much voice is acceptable given the community, staff, and school climate she/he works in. A critical voice does not need to be harsh, abrupt, or startling in order to be effective. I think that the pairing of a critical voice and an attentive ear is what makes current teachers great!


"The message appears to be that teachers do not count when it comes to critically examining the nature and process of educational reform" (C&M, 2004, p. 206). I can understand that fine line for a teacher's critical voice. The message appears that teachers are the doers of what "the experts" have to say. "The experts" do the critical thinking and the teachers just carry out the actions. Like worker bees, we teachers are expected to do what is expected without much thought. When we do develop a critical voice, it only leads to problems. I'm not sure that I have much of a critical voice either.

Also, the word courage has a different meaning for each party involved. Courage for a teacher might mean being able to express her/his opinions with a critical voice to improve a situation. However, courage to a parent may come across as a harsh aggression that would not be suitable for children. Often, parents just want to hear that everything is roses in the classroom. They want to believe that the curriculum is perfect and that their


children are learning perfectly. Change is not something that parents seem to want to be involved in. However, if change is necessary, parents will be the first to take control. Do you think that the critical voice of parents is respected any more than the critical voice of teachers?

So, how do we allow for student input? If the parents want to become involved. What is the fine line of appropriate action? In the text it states, "that teachers should become transformative intellectuals if they are to subscribe to a view of pedagogy that believes in educating students to be active, critical citizens" (Canestrari &Marlowe, 2004, p. 211). In order to find a balance between the critical voice of parents and school officials, can we allow for students to have more of a role in their own discipline? The critical voice definitely strikes up power struggles, so is there a way to resolve those issues? Critical citizens need a chance to have their voices heard too. If we allow more voice for students, will we in return be able to share our own?

Good question. I'm still working on the answer. The truth is, I don't know.


A Reflection on Essentialism

Clear Essentialism is the basic skills and

knowledge approach to teaching and learning.

Essentialism was formed as a reaction of permissiveness and child-centering that was popular.

Essentialism came about because there was the idea that we had lost sight of the true purpose of education.

Essentialism is teacher directed rather than student-centered.

Essentialism is rigorous and demanding.

The teacher challenges students for higher levels of academic achievement, especially talented students.

There is a great use of textbooks, objectives, lesson plans, grades, and tracking while reflection suffers.

Science, math, and English are the basis for essential curriculum.

Standards are necessary to focus on essential knowledge and skills. Standards are favored.

Essentialism teaches the basic skills of knowledge to achieve in life.

Students learn that discipline is necessary to understand challenging subject matter.

Essentialism is the most dominant form of education today.

The parents in my school are very traditional in their thoughts about school and education. They support Essentialism and are guided by the thought that a teacher needs to answer all student questions, tutor each child until they master the facts, and not leave room for ambiguity or actual thinking and learning.

Unclear Why do the parents in my school

relate so much with Essentialism?

Is there a way to have parents understand the benefits of combining Essentialism with Progressivism?

Are standards the ultimate goal for success in society?

How do I, as a teacher, make grades meaningful within Essentialism?

If I balance Essentialism, which is popular today, with Dewey’s thoughts about knowledge of social conditions, can I be respected as a competent teacher in today’s society?

Essentialism can be useful and respected, but how will I know if the students are actually learning or just reciting information?

As I continue to teach in an Essentialism environment, I am more aware of how I am teaching and that my curriculum is data driven with a focus on essential knowledge and skills. I still don’t know how to handle the conflicts when progressivism begins to creep in. Community members tend to be very jaded in their thoughts about educational reform. I am still unclear about how to balance essential curriculum with actual learning. I would like to be able to combine ideas of Essentialism with a more liberal type of teaching like that of Dewy. I wonder what the best way to do that is.


What Knowledge Is of Most Worth?

Interest and Flow in the Classroom

The practical, concrete steps that a teacher needs to take in order to create a learning environment in which interest and flow become integrated into daily classroom life are to first increase the quality of the environment in order to increase academic achievement. First, a teacher must teach students to become reflective about empathy, self-discipline, and initiative. This will increase their emotional intelligence which can benefit them greatly for the future. Second, a teacher must employ the use of collaborative work, group projects, team effort, and active learning. This will help the students to gain experience working with others which will help them in the workplace. Last, a teacher must teach the traits that employers may look for:

Competence in reading, writing, and math. Listening and oral communication. Adaptability and creative responses to obstacles. Self-management, confidence, motivation, goals. Group skills, cooperation, teamwork, negotiation. Organization, desire to contribute, leadership. Learning on the job, learning how to learn.

(Ellis, 2001, p. 60). In order for learning to be successful, we teachers can use conversation and group work in the classroom. Students must also learn research skills and adaptability in order to be successful in their future years.

Flow will happen in the classroom when there are clear goals for learning and unambiguous feedback on progress. Flow can be described by a “balance between the opportunities for action in a given situation and a person’s ability to act” (Ellis, 2001. p. 63). Students will be able to think aloud and share ideas in a classroom with flow. Overall, the students will feel like what they are doing in the classroom is meaningful and has purpose.


These are great recommendations!

I think that establishing a routine is good for the students to feel in control of their environment initially. It creates a calm atmosphere that is safe and predictable. Once students are comfortable with the routine, it is always motivating to switch it up on them. That establishes the idea that creativity is acceptable and encouraged. Another way to increase student participation in a democratic classroom is to have the students choose what the "switch up" will be. It may be a location change, an arrangement change, or even a curriculum change for a day. In a 1st grade class that I have observed, the V.I.P. got to choose how the students lined up for recess and lunch. The V.I.P. was the person of the day that wore a gold medal and sat in a select desk. He/she would choose to have the students line up alphabetically, boy-girl, or by height when it was his/her day to be


the V.I.P. This definitely created both interest and flow in the classroom environment for a developmentally appropriate age.

I like your idea of singing. We sing in my classroom too. I have 5th graders who have learned to remember ideas from the songs that we sing about states, continents, nature, character qualities, and history. Today, I had a student request that we sing the "Promise" song before leaving class. This song highlights our classroom rules and increases confidence in the students. The words that we have studied in the song are potential, promise, possibility, and choices. The words were studied by giving optional homework assignments to the students. Those assignments were the most meaningful for me and the most widely accepted by the students. Most of the students participated in the research of the terms (I only gave one word at a time.), which is better than my regular homework participation. The fact of the matter is, the students will actually remember those words and the song when they move on to middle school!

I agree with cutting games off early. I have learned that cutting a game off just after the frustration point has set in, but before the breaking point has occurred is the optimal time for reflection. My class, this year, has severe behavioral problems. So, we cut off games a bit early and do a class reflection. The students simply use a tally table to check off where they participated on a 1-10 number line. This is done for the whole class to see on the white board. Then, we discuss. I record answers in a T chart. No matter how "bad" the class was, I write it down with no judgments given. The next day, we do the exact same thing. A game is usually played this week for one week before it goes into the game box for use during free time. After all of that practice and reflection, the students usually can play the game successfully. Cutting them off 3/4 of the way through the game is not only valuable, but as you stated, keeps them motivated for more.

Also, the reflection piece helps with classroom management. I have never had to say, "Please don't throw pennies." The students monitor their own behavior with the classroom reflections. The problems are taken care of by the students. They always strive to be able to put a mark near 10 on the number line.

Thank you for the great ideas. With the current budget cuts at my school, my field trips have been cut. I think I will try your campus field trips this upcoming year.

As long as we remain positive, we can creatively get through any setback that comes our way!

A Reflection

From the “What Knowledge is of Most Worth?” lecture, I learned that our modern curriculum has been created by the work of past educators. In 1859, work began to construct curriculum that brought with it work from Mann and others that strengthened ideas to teach children what they need to add value to their lives. The knowledge that is of most worth is knowledge that benefits each child as a citizen of a democracy. The


knowledge can be used in the real world and should teach a child how to discover, grow, and experience his/her natural world.

As a free society, we should all have a “buy-in” to education. Education should be paid for by all taxpayers, and they should have the rights to govern the schools by participating on school boards. Education should be offered to all people regardless of sex, race, religion, or economic status. Schools should be democratic societies where children contribute as citizens with rights and responsibilities.

This idea of citizenship is consistent with the 5th grade curriculum that I teach now. Each year, I present a unit of study that highlights what is means to be a citizen in a democracy. The students not only learn about the history of the U.S., they learn about making informed decisions using their rights and responsibilities as citizens. This is done in with the use of the information contained in the Bill of Rights and our nation’s Constitution. This is also consistent with the 7 Cardinal Principles established by the NEA in the past.

An important idea to note is the idea that a curriculum should include natural learning through discovery, inquiry, and implementation of the scientific method at each child’s developmental level. Children should be taught to think and not just memorize facts. They should be encouraged to choose their learning, investigate, and employ critical thinking. I wonder why parents do not always agree with this idea. I have had a hard time explaining to parents the difference between learning and reciting. I still have many parents who want me to individually tutor their children and answer every question no matter how many times it is asked.

Above all, I have to agree with the idea that a curriculum should include moral teachings. It was stated in the lecture that Christian morals should be present in a school, but not Christian doctrine. I can see where this idea may become problematic in today’s school system. However, I can agree with it because I think that a moral education allows the students to learn in a friendly environment void of chaos. Especially when you teach student reflection, a child can learn to be kind, helpful, respectful, responsible, trustworthy, and honest.

Because this module’s lecture was review of what has been presented previously, it leaves me with few questions. I have come up with some “food for thought” type questions that I will list to ponder:

1. Will the established, standard curriculum change in the next 100 years or remain relatively the same?

2. When will parents be able to see learning as a celebratory goal and memorization as a tool for learning?

3. Where does my personal philosophy fit with the ideals of past educators?4. How are moral standards changing the face of today’s classroom?


The Courts and Education


Supreme Court rulings, regarding education and attendance, are based on our constitutional rights. Over time, Supreme Court rulings may change due to society and its evolving democracy of citizen rights and responsibilities.

The Supreme Court attempts to provide a balanced view for citizens (parents, students, and teachers) to participate in the schooling of their choice. The needs of society and citizens’ personal rights for living are used as guides to facilitate fair court rulings for everyone to obtain a quality education. The Constitution may be interpreted differently in order to allow fair rulings for each individual scenario regarding education.

For example, the Supreme Court has made decisions about religion in school even though the first amendment to the Constitution protects citizens’ rights to religion. The Supreme Court, in honor of a school vs. religion type of society, has made court rulings to keep religious practices out of public schools. This is in honor of the diversity of citizens that attend public schools. The Constitution still allows for students to hold prayer groups and pray before tests if they like. Because of the ever-changing society in which we live, student led prayers may be short lived. Will the Supreme Court make a new ruling in the future? If the past repeats itself, we can only assume that the rulings will change. Time can only tell.

Another example is attendance in school. To provide a balance for citizens, the Supreme Court supports states. “State compulsory education laws generally have been upheld by the courts because important social interests are served by a well-educated citizenry” (Teachers and the Law, p. 14). Because of the support between states and the Supreme Court, children must attend schooling, whether it is public, private, or home, in order to become well-informed citizens of our democracy. Will this be supported in the future? Trends to provide balance point to, “Yes!” However, the courts may be persuaded to make decisions based on the Constitution and the equality for all people.

In my profession, the only court ruling that has affected me personally is the Becca bill. I have always supported the bill for attendance. However, I can understand how it does not support all cultural scenarios. For example, this year, I have Cari in my class. Cari does not show up to school on a regular basis. Cari has anxiety about school, little supervision at home, and would rather be sitting at home than going to school. In Cari’s case, I support the Becca bill to get Cari into school regularly so she can be socialized and get help with her anxiety. Cari’s parents could also benefit by learning from the community’s cultural expectations for school participation. On the flip side, I had Alexis in my class in the past. Alexis would not show up to school due to her native culture’s celebrations. Unfortunately, her cultural celebrations happened so frequently, that her attendance in school suffered dramatically. Alexis was motivated to attend school when her culture allowed for it, but because of her culture, was not able to attend regularly. When confronted, Alexis was very confused and her parents were angry. In their eyes, they had upheld Alexis’s attendance in school because she came to school every day that she wasn’t already busy. As a teacher, I am torn. Which student do I support? Can I


support both of them? Am I allowed to have an objective opinion about these scenarios? Do I allow these attendance reports to affect me or do I just teach curriculum as expected?

Overall, I am left with the key idea of this week’s module. I am left with the understanding that states make the rules for our schools and students, while the courts make informed decisions, based on the Constitution, to continue to provide a fair education for all citizens. My job is to provide a curriculum that is reasonable, rigorous, and “essential for citizenship” (Teachers and the Law, p. 13).


Jurgen Habermas and A Theory of Human Interest

Reflection on a Posttest: My Teaching

Did your response to any of the “Take this Test” questions change significantly or become more thoughtfully considered from Pretest to Posttest?

I did score a 53 on the posttest which is significantly higher than my score of 41 for the pretest. I suppose that means that I fit into the role of a “constructivist” more now than I did 10 weeks ago. However, I do not think that my views about teaching have changed significantly. I now have a greater understanding for inquiry and how to use it along with reflection in the classroom. I am still unsure as to whether the students should choose their curriculum or not. I think that a teacher is a highly qualified individual for a reason. She has a purpose for planning and implementing lessons that will benefit the students. Her duties do need to be reinforced by some type of standard. I have considered the idea of including the students in the learning process more by asking leading questions that stimulate their intrinsic need for information. That way, they will be apt to explore and discover on their own. Using the reflection models presented by Dr. Ellis, I think that becoming more of a constructivist will be easier for me to do now than when I took the pretest.


Self assessment didn't come out as a major theme for me. However, I value your perspective. I have looked back in the reading and remembered culturally responsive instruction for teachers teaching students with (or without) Ebonics. I remember the discussion for and against correcting students and their native language. I think that in a case concerning Ebonics, a self assessment model may be appropriate. As a teacher who has not been persuaded (yet) to use self assessment all the time, I am still growing and learning from the various perspectives regarding its worth. Maybe I need to step out of my box and try something new. I am trying a student assessment at this year's end. My students will be reviewing 4 pieces of writing and choosing the best one to be graded by the teacher. I realize that I am still doing the assessing, but I think I am leading in the right direction by adding the students to the process.

Conversation and construction have significantly changed my classroom's dynamics. I have had a very "interesting" year with a very difficult group. Through group work and reflection (both self and group), my students have learned to value their ideas as well as others and work to finish a task. Through conversation and construction they have learned that learning is important and it can be done each day. Inquiry has been added too, a tiny bit at a time. Through student discovery, they have been able to at least verbalize what they are interested in learning next. I haven't had anybody actually do research or actually try to learn something new on their own, but the inkling to do so has arrived!



In what ways does this activity (assignment, and so on.) have or not have meaning for me personally? After listening to the lecture, I can understand that it does have meaning for me in my practice as a classroom teacher. I guide students through lessons, determining what the objectives are and how we will meet them. As a teacher, it is important for me to remember to continue to act as a facilitator for learning as well as a mentor and guidance counselor. I must teach skills, employ cooperative learning to activate citizenship, and allow for students to be enriched through discovery learning with reflection. Habermas highlights three interest areas that need to be balanced for effective learning in the classroom. Those areas of technical interest, practical interest, and emancipatory interest have been reiterated for me. Habermas states that human interest generates knowledge in these three cognitive areas. Teaching with balance can help students to learn to work, interact, and gain power over their own learning.

How specifically might others benefit (or not) from the experience? Students can definitely benefit from this experience as much as I can. When one type of interest gets more attention in the classroom than another, it creates an unbalanced environment for learning. For example, state standards have turned balanced classrooms into learning environments that lack reflection, projects, and fun. Teachers spend so most of their time checking off that students have met standard that they miss out on allowing children to explore their world and learn through natural progressions. Standards have encroached on both freedom of thought and action in today’s current classroom. As I am reminded to use a balanced approach to teaching, the students in my classroom will benefit by being able to learn skills through mastery, participate in cooperative groups, and reflect on their own thoughts to discover on their own. Of course, there is one question: How does a teacher who tries to integrate these three interests justify their balanced use to administration?

Does this activity make my classmates and me better for having done it? In what ways? I think this activity has made me a better teacher for having done it. I state this because I constantly need reminders to let the students learn without lecturing too much, without using worksheets, and without covering everything in the curriculum. I feel the pressure, on a daily basis, to teach to the WASL. With science, math, and reading in mind, I forget to focus on the search for meaning and truth. I forget to allow students to explore and extend their thoughts by researching. I also forget to listen to the students and their needs when I am overwhelmed with objectives, procedures, and mastering skills. This activity has reminded me that all three interests (technical, practical, and emancipatory) are valuable.

Is this a useful, practical experience? If so, how? I can use what I have learned in my classroom, so that warrants it a practical experience. I think that I will be able to use the ideas of intrinsic motivation the most in my classroom. When the students are intrinsically motivated, they will learn more from their experiences. As a teacher, I can motivate the students by giving up some control of the environment and activating minds through project-based learning, using open-ended questions, and allowing students to interact with guidance from a distance. What is most practical about this experience is that I have been able to reflect on what happens when one interest invades the others. I


have come to the conclusion that learning stops when one interest is activated more than the others in the classroom.

Is this experience enjoyable and fulfilling in other ways? I enjoy learning about educators who understand what children need. Habermas understands that intrinsic motivation creates effort in students. We teachers need our students to employ effort in order to successfully lead them to learn. When students learn we teachers not only get to celebrate with them, but we get to experience learning through their eyes too.

Is this a reasonable learning experience? This is a reasonable learning experience because it reiterates that balance is important in the classroom in order for children to learn. This is true in many instances. Balance is important in the types of energy we teachers create in the classroom. There are times for quiet and times for noise. Balance is important in teaching reading. There are times for independent reading and times for reading instruction. Balance is also important when considering human interests. There are times for direct instruction, times for discussion, and times for reflection. Is there ever a time when balance is not important?

Does this experience make me want to pursue this subject further? I think that reading about Habermas has rejuvenated me. At the end of the school year, I feel sluggish. It is very easy for me to teach lessons as written in the reading basal because it is easy. However, using what Habermas suggests, it should be just as easy and more motivating for students to use a cooperative grouping to teach my final reading lessons of the year. Perhaps I could have students take charge of both teaching and learning by using the Jigsaw method on June 9th. On June 10th, perhaps the students could reflect on their learning by writing an “I learned” statement. On June 11th, I could formally assess students by having them answer five multiple choice questions about the reading lesson. Using these activities in class, I will have created balance and could potentially learn more from the students as they collaborate, explore, and highlight main points in their learning.

Is this experience truthful? Does it build up my (our) integrity? I think that learning from past educators is always an activity that builds on our integrity as teachers. If anything is true, knowing what we believe is the most truthful of all. As we teachers read about others and their theories, we refine our own values and beliefs. It is through reading and reflecting on others’ thoughts that we create our own.

Are all of us, not just some of us, involved? The teaching and learning that happens in the classroom involves everyone. Teachers and students come to mind first, but the truth is that without community support from families learning wouldn’t progress in the classroom. As I continue to teach with balance, my students will learn. Their learning will spread to others in many ways. Their knowledge will be passed on to families. Their skills will be put to good use. Their attitudes will embrace the community. Because of their influence on our future world, I think that it is integral that I employ more than state standards in my working classroom. Our future depends on the thoughts, ideas, and values of today’s students. This is why I vow to use students’ time wisely by emphasizing technical interest, social activity (practical interest), and reflection (emancipatory interest).


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