Philosophy of Teaching Philosophical Foundations The philosophical foundation of our school is based off the philosophers of Piaget and B.F. Skinner. We have devoted ourselves to building a school based on positive behavior reinforcement and developmentally appropriate instruction. Piaget believed that, “operative intelligence is responsible for the representation and manipulation of the dynamic or transformational aspects of reality and that figurative intelligence is responsible for the representation of the static aspects of reality” (Piaget & Inhelder, 1973). We believe that giving children real world problems will help them build a deeper understanding of the learning objectives they will be required to master before entering the next grade. B.F. Skinner “believed that behavior is maintained from one condition to another through similar or same consequences across these situations. In short, behaviors are causal factors that are influenced by the consequences. His contribution to the understanding of behavior influenced many other scientists to explain social behavior and contingencies” (Carlson, Neil, & et al., 2010, p.433). We believe as a whole that using positive reinforcement will help manipulate a constant good behavior throughout our school. By using a bit of both theories we will be able to develop school that is developmentally appropriate for every child that walks through our door. Schooling Environment It is the goal of our administration and faculty to provide students with a bright and cheerful learning environment. We will work hard to build a school environment that has a welcoming atmosphere where students are able to enhance their knowledge about the world around them (Sheridan & Williams, 2011). Children will be provided with real life hands on lessons for research says, “children construct an understanding of the world around them, and then experience discrepancies between what they already know and what they discover in their environment” (McLeod, 2012). While walking around the school you will find student work displayed outside in the hallways. If you peek in the room’s students will be working on several learning projects of their choosing based on the current learning objectives. Our classroom environments will encourage teachers and students to interact, communicate, and learn from each other in a constructive way (Sheridan & Williams, 2011). It is our goal to provide students with differentiated learning in order to bridge learning gaps in our student’s education. Teaching Processes Teachers will implement a data driven instruction plan. By using assessment scores to plan instruction individual students instruction needs can be met. Grade levels will meet weekly for at least 45 minutes to discuss data and plan for the next week’s instruction. Teachers will administer student interest and intelligent tests at the beginning of the school. Instruction topics will be planned around the answers to those tests in order to keep students engaged and excited about their learning. Teachers will develop engaging project based learning activities making sure to provide plenty of choice to students. By creating engaging and data driven instruction, student’s achievement scores should meet and exceed standards. Assessing Learning Teachers will use both formative and summative assessment strategies to plan instruction for students. Student’s summative portfolios will contain a plethora of examples of student mastery of standards. “Portfolio-based assessment (PBA) is a purposeful collection of student work that represents achievement, progress, growth, and reflection,” (Ziegler & Montplaisir, 2012). Teachers will administer pre and post formative assessments at the beginning and end of each teaching unit throughout the year. The teacher’s goal will be to get students to actively participate in their assessment goals. Feedback and conferencing will be a must in order for students to set learning goals to accomplish throughout the year. What Will Learners Do Learners, first of all, should be active participants in their education. Learners should be prepared each day to learn. Learners will be expected to complete all homework and assignments in a timely fashion. Learners are expected to ask questions when they need clarification of a learning objective. All students are expected to collaborate respectfully with peers in order to leaner from each other. All learners will be accountable for participating in an active learning climate where they will communicate, argue, and justify their thinking (Kazemi & Stipek, 2008). Learners will also interact with their environment during the school year. Role of the Teacher Teachers in our school will take on the role of facilitator. They will be required to prepare hands on lessons to help students gain a deep understanding of the learning objectives. Teachers will be required to be continual learners themselves as time passes on to stay with current times. Teachers will need to keep a cheerful attitude, but have a strict classroom management process. Teachers should use up to date data driven instruction methods to plan out curriculum. All teachers will be required to participate in school related functions. It is the teacher’s job to make sure the students learn to be active members of the community. Role of Students All students will be expected to follow all school rules while attending classes or school sponsored events. Students will be required to attend classes five days a week unless sick or family emergency occurs. Students will be required to act respectfully and diligently. Students will be required to be honest at all times. Students will be expected to learn how to be outstanding members of the community. References Carlson, Neil, & et al. (2010). Psychology the Science of Behavior. Pearson. Canada, United States of America. Kazemi, E., & Stipek, D. (2008). Promoting conceptual thinking in four upper-elementary mathematics classrooms. Journal of Education, 189(1/2), 123-137. McLeod, S. A. (2012). Piaget | Cognitive Theory. Simply Psychology. Retrieved from http://www.simplypsychology.org/piaget.html Piaget, J., & Inhelder, B. (1973). Memory and intelligence. London: Routledge and Kegan Paul Sheridan, S., & Williams, P. (2011). Developing individual goals, sharing goals, and the goals of others: dimensions of constructive competition in learning contexts. Scandinavian Journal of Educational Research, 55(2), 145-164.
Philosophical Foundations
The philosophical foundation of our school is based off the philosophers of Piaget and B.F. Skinner. We have devoted ourselves to building a school based on positive behavior reinforcement and developmentally appropriate instruction. Piaget believed that, “operative intelligence is responsible for the representation and manipulation of the dynamic or transformational aspects of reality and that figurative intelligence is responsible for the representation of the static aspects of reality” (Piaget & Inhelder, 1973). We believe that giving children real world problems will help them build a deeper understanding of the learning objectives they will be required to master before entering the next grade. B.F. Skinner “believed that behavior is maintained from one condition to another through similar or same consequences across these situations. In short, behaviors are causal factors that are influenced by the consequences. His contribution to the understanding of behavior influenced many other scientists to explain social behavior and contingencies” (Carlson, Neil, & et al., 2010, p.433). We believe as a whole that using positive reinforcement will help manipulate a constant good behavior throughout our school. By using a bit of both theories we will be able to develop school that is developmentally appropriate for every child that walks through our door.
Schooling Environment
It is the goal of our administration and faculty to provide students with a bright and cheerful learning environment. We will work hard to build a school environment that has a welcoming atmosphere where students are able to enhance their knowledge about the world around them (Sheridan & Williams, 2011). Children will be provided with real life hands on lessons for research says, “children construct an understanding of the world around them, and then experience discrepancies between what they already know and what they discover in their environment” (McLeod, 2012). While walking around the school you will find student work displayed outside in the hallways. If you peek in the room’s students will be working on several learning projects of their choosing based on the current learning objectives. Our classroom environments will encourage teachers and students to interact, communicate, and learn from each other in a constructive way (Sheridan & Williams, 2011). It is our goal to provide students with differentiated learning in order to bridge learning gaps in our student’s education.
Teaching Processes
Teachers will implement a data driven instruction plan. By using assessment scores to plan instruction individual students instruction needs can be met. Grade levels will meet weekly for at least 45 minutes to discuss data and plan for the next week’s instruction. Teachers will administer student interest and intelligent tests at the beginning of the school. Instruction topics will be planned around the answers to those tests in order to keep students engaged and excited about their learning. Teachers will develop engaging project based learning activities making sure to provide plenty of choice to students. By creating engaging and data driven instruction, student’s achievement scores should meet and exceed standards.
Assessing Learning
Teachers will use both formative and summative assessment strategies to plan instruction for students. Student’s summative portfolios will contain a plethora of examples of student mastery of standards. “Portfolio-based assessment (PBA) is a purposeful collection of student work that represents achievement, progress, growth, and reflection,” (Ziegler & Montplaisir, 2012). Teachers will administer pre and post formative assessments at the beginning and end of each teaching unit throughout the year. The teacher’s goal will be to get students to actively participate in their assessment goals. Feedback and conferencing will be a must in order for students to set learning goals to accomplish throughout the year.
What Will Learners Do
Learners, first of all, should be active participants in their education. Learners should be prepared each day to learn. Learners will be expected to complete all homework and assignments in a timely fashion. Learners are expected to ask questions when they need clarification of a learning objective. All students are expected to collaborate respectfully with peers in order to leaner from each other. All learners will be accountable for participating in an active learning climate where they will communicate, argue, and justify their thinking (Kazemi & Stipek, 2008). Learners will also interact with their environment during the school year.
Role of the Teacher
Teachers in our school will take on the role of facilitator. They will be required to prepare hands on lessons to help students gain a deep understanding of the learning objectives. Teachers will be required to be continual learners themselves as time passes on to stay with current times. Teachers will need to keep a cheerful attitude, but have a strict classroom management process. Teachers should use up to date data driven instruction methods to plan out curriculum. All teachers will be required to participate in school related functions. It is the teacher’s job to make sure the students learn to be active members of the community.
Role of Students
All students will be expected to follow all school rules while attending classes or school sponsored events. Students will be required to attend classes five days a week unless sick or family emergency occurs. Students will be required to act respectfully and diligently. Students will be required to be honest at all times. Students will be expected to learn how to be outstanding members of the community.
References
Carlson, Neil, & et al. (2010). Psychology the Science of Behavior. Pearson. Canada, United
States of America.
Kazemi, E., & Stipek, D. (2008). Promoting conceptual thinking in four upper-elementary
mathematics classrooms. Journal of Education, 189(1/2), 123-137.
McLeod, S. A. (2012). Piaget | Cognitive Theory. Simply Psychology. Retrieved from
http://www.simplypsychology.org/piaget.html
Piaget, J., & Inhelder, B. (1973). Memory and intelligence. London: Routledge and Kegan
Paul
Sheridan, S., & Williams, P. (2011). Developing individual goals, sharing goals, and the
goals of others: dimensions of constructive competition in learning contexts.
Scandinavian Journal of Educational Research, 55(2), 145-164.