1. *Why do you want to be a teacher? *What do you want to accomplish? *What qualities will you take into the classroom? *What else do you need to know to be successful?

2. Guiding Teacher Education Jodee Anderson Stacy Banks Alicia Keegan Rachel White Seattle Pacific University EDU 6120 Dr. Arthur Ellis June 8, 2009

3. Purpose To help new educators think critically about important issues related to teaching and learning To give a sense of the history and philosophy that has guided this noble profession

4. Overview About Teachers Motivations Goals Qualities Student Perspectives The Classroom The Teacher Student Needs Knowledge & Achievement Worthwhile Knowledge Raising Achievement What Really Matters

5. Motivations for Teaching Impact the lives of students Positively influence own children Share knowledge with others Be in charge Participate in intellectual discovery (Postman & Weingartner, 2004) Engage in life-long learning Have summers/holidays off

6. Goals in Teaching Teach critical thinking Teach how to learn Engage students in learning See student progress within the aims of education Academic knowledge Citizenship Employment Self-realization Create hunger for knowledge and skills to explore

7. Qualities of Great Teachers Skill Subject matter Classroom management Professional growth Instructional design Enthusiasm Positive atmosphere Influence students Care Know your students Positive relationships Provide opportunities for success Beliefs Student potential Student worth

8. *What should the classroom be like? *What is the teacher's role? *What are the students’ needs?

9. Student Perspectives: The Classroom Reflect a positive, student-centered, orderly, safe atmosphere Students know why they are learning Students know how the material is relevant to their lives Informal and formal assessments are varied Routine is established Students form a classroom democracy Student work is displayed

10. Student Perspectives: The Teacher Inspire students to learn and grow spark curiosity facilitate learning support independence Guide students Adjust to student needs Provide scaffolding High expectations Caters to student interests Kind and welcoming

11. Safety freedom to make mistakes freedom to take risks freedom to pursue interests Clear guidelines Decision-making opportunities Student Perspectives: Student Needs

12. *What knowledge is of most worth? *How can teachers raise achievement? *At the end of the day, what matters most?

13. What Knowledge is of Most Worth? What students want to know What students find relevant Skills learned through collaboration *turn-taking/ listening/ conflict resolution/ cooperation Concepts and skills enabling students to be active, participatory citizens in a democracy *patriotism/ dedication/ responsibility/ respect / critical thinking/ positive choices

14. Raising Achievement Hold high expectations for growth Know how students learn; understand developmental strengths, needs, and maturational levels of your students Incorporate scaffolding; utilize students’ strengths to work on weaknesses Help students find relevance Teach knowledge and skills A llow mistakes, risk-taking, and pursuit of personal interests

15. At the End of the Day… What really matters at the end of the day is that a student feels respected and valued; that he has contemplated a new idea, and ultimately gained a new perspective; that he feels empowered by knowledge, and that he plays a central role in his education. (Brooks & Brooks, 2004). What really matters is that each child has grown by contributing to a community, gaining meaning for life, and attaining elements of self-efficacy that enrich the mind and soul.

16. *Review your initial reflection. *Write an "I learned" statement highlighting new ideas or review materials that will be beneficial to you in your teaching assignment.

17. Brooks, M.G. & Brooks J.G. (2004). The courage to be constructivist. In A.S. Canestrari & B. A. Marlowe (Eds., pp. 184-194). Educational foundations: An anthology of critical readings. Thousand Oaks, CA: Sage Publications. Crain, W. (2005). Theories of development: Concepts and applications (Fifth ed.). Upper Saddle River, New Jersey: Pearson Prentice Hall. DiGiulio, R. (2004). Psst...It ain't about the test: It's still about great teaching. In A. S. Canestrari & B. A. Marlowe (Eds.) Educational foundations: An anthology of critical readings (pp. 120 - 125). Thousand Oaks, CA: Sage Publications. Ellis, A. (2001). Teaching, learning, and assessment together: The reflective classroom. Larchmont, NY: Eye on Education. Ellis, A., (Speaker). (2009). Four broadly accepted goals of education (lecture). Seattle, Washington: Seattle Pacific University.

18. Ellis, A. (2009). Historical Perspectives: Education in the Old World (Part 1). Retrieved June 7, 2009, from Seattle Pacific University, American Education: Past and Present, EDU 6120, Blackboard Academic Learning Web site: http://learn.spu.edu/webapps/portal/frameset.jsp?tab_id=_2_1&url=%2fwebapps%2fb lackboard%2fexecute%2flauncher%3ftype%3dCourse%26id%3d_43480_1%26url%3d Freire, P. (2004). The banking concept of education. In A. S. Canestrari & B. A. Marlowe (Eds.) Educational foundations: An anthology of critical readings (pp. 99-111). Thousand Oaks, CA: Sage Publications. Kohn, Alfie. (2004). What to look for in a classroom. In A. S. Canestrari & B. A. Marlowe (Eds.) Educational foundations: An anthology of critical readings (pp. 161-164). Thousand Oaks, CA: Sage Publications. Marlowe, B. & Page, M. (2004). Making the most of the classroom mosaic. In A. S. Canestrari & B. A. Marlowe (Eds.) Educational foundations: An anthology of critical readings (pp. 78-96). Thousand Oaks, CA: Sage Publications.

19. Postman, N. & Weingartner, C. (2004). So what do you do now? In A. S. Canestrari & B. A. Marlowe (Eds.) Educational foundations: An anthology of critical readings (pp. 126- 137). Thousand Oaks, CA: Sage Publications. Whitehead, A.N. (1967). Aims of education: And other essays. New York, NY: The Free Press.