1. June 14, 2010 EDU 6120 Nina Bloom Andrea Freedman Hanaphi Sos
Final Product
June 14, 2010
EDU 6120
Nina Bloom
Andrea Freedman
Hanaphi Sos

2. Why teach? Teachers achieve inner satisfaction from helping students.
Students see value in learning and teachers value student learning. 
Teachers want to be involved with helping others reach their potential.
Teachers bring rewards to their students and seek to help their transition into the real world
Teachers achieve satisfaction with the relationships they create with their students.
Herbert Kohl suggests in his chapter "Why Teach?", they should "sort out the romance of teaching from the realities of teaching and begin questioning [themselves] and understanding what [they] expect . . .and what [they] are willing to give"(Canestrari & Marlowe, 2010, p. 23).
The reason for teaching has many intrinsic rewards for people who want to become teachers. There is an inner satisfaction that comes with making a difference and helping students develop into intelligent students. Also, the ability to help students reach their potential and being part of that process helps teacher build inner satisfaction that motivates others to be part of the profession. The relationships that are developed with students also are a reason why people enjoy teaching. Teachers are natural helpers who want their students to be successful. The nature of the job requires a person be able to put themselves before others and the ability to work closely with people. At the end of the day, the relationship that is built and knowing an impact was made is an attractive part of the profession. Additionally, another attractive quality of teaching is the ability to learn more about oneself through teaching. There is a good amount of self-reflection that comes with being an educator. Herbert Kohl makes a excellent point as seen in the quotes above. Teachers have to understand the realities of teaching and have to examine themselves in order to be effective. This type of growth can be very attractive to people and is a factor that drives people to work in the profession.

3. What Are Qualities of a Good Teacher?
Strong knowledge of subject
Great classroom management skills
Knowledge of students
A positive outlook for every student
Strong knowledge of subject (Teachers need to have a strong knowledge of what they are teaching. This means constantly staying up to date on the curriculum, attending trainings and staying current on recent research.)
Great classroom management skills (Classroom management skills can make the different between an effective learning environment and one that is not.)
Knowledge of students (This includes knowledge of every student’s learning styles and every student’s culture)
A positive outlook (This means the teacher needs to point on each student’s strengths. Dr. Ellis states, “schools should be joyful and pleasant places where the teacher patiently and gently ‘leads the child to use and to understand the world in which he lives’” (Ellis, 1991, p. 72).

4. What Are Qualities of a Good Teacher? (Continued)
An understanding student’s individual needs
Possess high expectations for all students
A caring attitude
An understanding student’s individual needs
Possess high expectations for all students (Teachers need to believe that every student has potential and deserves a fair chance.)
A caring attitude (is important to have towards students and colleagues. In the article, “Psst… It Ain’t About the Tests, It’s Still About Great Teaching,” Richard B. Traina states this about great teachers, “they cared deeply about each student’s accomplishment and growth’” (Canestrari & Marlowe, 2010, p. 115).

5. What Do Students Really Need?
An equal sense of welcoming and encouragement
Guidelines to help students feel safe
The ability to make decisions and have choices
An important voice
An equal sense of welcoming and encouragement (Every student needs to feel a sense of welcoming and encouragement, but it is especially important that teachers note which students are going to need extra can and individual attention throughout the year).
Guidelines to help students feel safe (Teachers must establish guidelines to help students feel safe, both emotionally safe and physically safe).
The ability to make decisions and have choices
An important voice (Students should feel like they are contributing to their own classroom community. This will bring a sense of ownership).

6. What Do Students Really Need? (Continued)
High expectations
A teacher with a positive attitude
Good role models
Mutual respect between teacher and student
High expectations (should be set for all students. To go further on this point, Robert DiGiulio states in his chapter, “Psst… It Ain’t About the Tests”, students need to be empowered by helping taking responsibility for their own work (Canestrari & Marlow, 2010, p. 116).
A teacher with a positive attitude (This is important because it will help establish a good rapport with students.)
Good role models (Students need good role models. These role models in school will be teachers, school staff, administrators, and perhaps older students.)
Mutual respect between teacher and student (This is important.)

7. What does a good classroom look and feel like?
Constructive learning is evident
Teacher is in charge but not dictating each moment
A good classroom is set up so that constructive learning can take place. The students are not always sitting in rows listening to the teacher. As often as possible, the seating arrangement should be so that students are able to communicate ideas and learn from one another so that they are free to interact and discuss the topics at hand. The teacher, in a classroom built for constructive learning is comfortable with letting students take the lead on their own learning.

8. What does a good classroom look and feel like?
Evidence of student learning and individuality is evident around the room
Respect for the differences of others
Freedom to share ideas
Discipline is fair and fits the actions of students
Tools are available to students to spark curiosity to help them learn and explore
In a good classroom, student work is displayed in the room and there is a sense of respect for individuality and personal expression. If the classroom is set up this way the students will feel that they have the freedom to share their ideas. They feel comfortable because they feel valued for their individuality and they know that the teacher will step in and be fair when there is a problem. According to Kelly Donnell, in her chapter "Beyond the Deficit Paradigm", the teacher should also take care to make sure that the classroom is full of items that will pique students interest. student projects and works that show characteristics of the students in the class (Canestrari & Marlowe, 2004 p.163).

9. WHAT IS MEANINGFUL TO STUDENT LEARNING?
Helps raise student achievement
Ensure standards are being met
In touch with students’ interests, culture, and needs
Meaningful student learning involves efforts to raise student achievement. While it is important that the teacher ensures that standards are being met, they are also in touch with students’ interests, culture and needs. If a teacher takes this sort of approach, the students will be more engaged. Knowledge, values, skills are of most worth to students when they are engaged in what they are doing in the classroom and when they help raise student achievement.

10. WHAT IS MEANINGFUL TO STUDENT LEARNING?
Checking for student's understanding , reflection
Knowledge that they are able to transfer
Lifelong learning skills
Not simply dictating “knowledge”
Reflection is an essential part of meaningful student learning. If a teacher pauses to check for student understanding, they will be able to ascertain which material they need to review and which material they can build upon. When students have acquired knowledge, it is important that they be able to transfer it to new situations, then it will be “meaningful”. The ability to transfer learning leads to lifelong learning skills. The practice of simply dictating knowledge will not accomplish this. It is important that the students are engaged and aware of how they might use the knowledge in the future.

11. How does a classroom become a place of reflective practice?
Examining why students are learning and how it relates to them.
Students reflect and gain insight into their own learning process. 
Instruct critical thinking and examination of learning process
 Students should have a voice in their learning.
Students should have options with all forms of assessment
Reflection should involve both teachers and students.
Moral/Social education in the classroom
 Teaching students to stand for their own beliefs
 Teaching democratic practices
 Students should examine relationships they have in class and relate them  to relationships they may encounter in life
Using class material.
Reflective practices should be a integral part of the educational process for students. First by reflecting on how and why students do what they do in learning helps students become critical thinkers. Identify students’ needs and interest which develops students’ buy in towards their learning. Help students examine what they are really learning and question the material. To make a classroom a truly reflective classroom, teachers must be able to work with students together and help them create their own voice in the class. This can be possible through open ended questions, working in groups and having students debate what they are learning. Also, having students be able to have alternative forms of assessment and finding ways to track student progress. Student choice in the area of assessment helps students be able to feel a full sense of the learning process. Finally, touching on issues such as moral and social education in the classroom can also develop reflective practices in the classroom. Having students examine their own beliefs, teaching democratic practices and using curriculum such as history can all be discussed critically among students. Overall, there are many creative ways to create a reflective class and students learn the best in this type of environment.

12. Reference List
Canestrari, Alan S., & Marlowe, Bruce A.(Eds.).  (2010). Educational foundations: An anthology of critical readings (Second Edition, pp.1- 33).  Los Angeles, CA: Sage Publications, Inc.
Charles, C.M. (2008). Building classroom discipline. (9 th. Ed.) San Francisco, CA: Pearsons.
Ellis, A. K. (1991). Historical Perspectives: Education in the Old World. In A. K. Ellis, Foundations of Education (p. 72). Prentice-Hall.
Ellis, A. K. (2001). Teaching, learning, & assessment together: The reflective classroom. New York: Eye On Education, Inc.