The Big Interview My Philosophy of Education

My Favorite Academic Quote “I always thought that the idea of education was to learn to think for ourselves.” --John Keating, Dead Poet Society, 1989

Educational Philosophy What to expect from me as a leader: Parents and students alike should expect me to be open- minded, fair and supportive in all matters. All students should expect me to respect them as individuals, as well as keep them and their ideas safe from any harm or fear of harm. All individuals should also expect me to make every effort to enable every individual to learn at every occasion. I always keep the classroom open, interesting, respectful, courteous, structured and safe.

Educational Philosophy Values I admire: I ntegrity is important because honesty in all things leads you to great credit. One may not always be “right,” but one can always possess great integrity in every situation. Openness is important to a brighter future and better world. Openness has a two-part value. First, individuals needs to know that there is more to the world than their current bubble of understanding. Each person on this planet is an individual. We all have our own quirks and unique ways of doing things. Second, without innovation, vision and creativity, we as a people would never move forward. There will always be problems, but with an open mind, we can always find a solution. To me, this is the key to any good education. One must know how to tap into that part of oneself.

Educational Philosophy As a result of being in my class... Students will know how to think for themselves and be independent. Students will also know how to work as a team towards a common goal. Students will thoroughly understand the principles of researching information and studying at a higher level to create original work.

Classroom Management Objectives for Freshman Developmental Reading Create and maintain an open, respectful and cooperative learning environment (Newman, 2013). Develop student curiosity, self-motivation and encourage students to be responsible for thinking for oneself (ISTE). Keep all learning objectives professionally aimed and individual goal-oriented (ISTE). Complete final assessment with a higher level of reading comprehension that will set each individual student up for academic success within the higher education institution.

Classroom Management Expectations for Freshman Developmental Reading Should students be unable to come up with at least five classroom rules for teacher expectations, self expectations and group expectations, then I will assist in ensuring the following ideas have made it to the board: Always be prepared to learn. Always be respectful and keep others in mind. Always have an open mind. Always maintain a positive attitude and be willing to participate. Always be responsible, accountable and take ownership of your own ideas and learning.

Classroom Management Student’s Role in Freshman Developmental Reading The student’s role within the classroom environment is to learn that it is okay to be a student. The student’s only role is to participate in the learning process. Students will learn that it is necessary to take some academic risks as it pertains to the learning process and assignment completion. The students will also learn that each individual student needs to take some control, or responsibility, over their own learning. Students will be taught and reinforced to take ownership and be accountable for their academic outcomes within the college environment (Baker College, 2004).

Lesson Planning & Design Most important Aspects of Lesson Planning & Design Thorough learning objectives Clear expected outcome Appropriate learning activities Guidelines for acceptable evidence (Newman, 2013) Design Strategy: Backwards Design

Lesson Planning & Design Backwards Design 1. Identify expected outcomes 2. Determine acceptable evidence 3. Plan learning activities and instruction (Newman, 2013) Traditional Model 1. List all activities for unit 2. Narrow down activities for unit 3. Determine acceptable evidence 4. Test and identify results (Newman, 2013) Backwards Design is when “one starts with the end - the desired results - and then derives the curriculum from the evidence of learning called for by the standard and the teaching needed to equip students to perform (Tasmanian Department of Education).”

Lesson Planning & Design Sample Backwards Design Process Outcome: “CCSS.ELA-Literacy.RL Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics,” (Common Core State Standards Initiative).CCSS.ELA-Literacy.RL Student Success: Students will participate in one journaling activity comparing two texts from provided list from each century. Students will then complete one group assignment of choice comparing two texts from one period with similar theme. Learning Activities: Students will be provided a list of acceptable texts and time to research in the computer lab. For second assignment, students will be provided the opportunity to get into groups and research for their final project. Assessment & Feedback: Students will present their group findings to the class. The entire class will work as a group to provide feedback and discuss each assignment.

Assessment Matters There will always be a need to assess the results of teaching. Students in kindergarten classes need to show that they can read and write as expected for their level before moving on to more challenging subjects in first grade. Students in vocational cooking courses need to show that they can prepare meals prior to graduating and finding a job as a chef. However, it is all in how the assessment is presented to the students by the teacher. If students are checked thoroughly throughout a course, or subject area, by formative assessments--especially descriptive--then there should be no need for a final, high-stakes, summative assessment (TedXTalks, 2011).

References Baker College. (2004). Effective management of the college classroom. Retrieved from Common Core State Standards Initiative. (n.d.). Retrieved from ISTE. (n.d.). Advancing digital age teaching. Retrieved from Kaser, C. H. (n.d.). Establishing & teaching classroom expectations. Retrieved from Newman, R. (2013). Teaching and learning in the 21st century: Connecting the dots. San Diego, CA: Bridgepoint Education, Inc.Teaching and learning in the 21st century: Connecting the dots Tasmanian Department of Education. (n.d.). Retrieved from TEDxTalks. (2011, August 14). TEDxSoCal – Dr. Brian Stecher – Cultivating thriving schools [Video file]. Retrieved from – Dr. Brian Stecher – Cultivating thriving schools