Praxis Statement :: Education Teacher Essays

Praxis Statement When I first decided to be a instructor I had galore(postnominal) models and opinions about learning and raising. approximately of my thoughts and opinions oblige stayed them homogeneous however, many hire changed from the discussions and disciplines in LL ED 411 and 480. When I first decided that I wanted to be a teacher I thought that intimately students get hold ofed in the same manner. I also thought that the teacher should stand power over the classroom. Likewise, I thought that technology should not be used in the classroom--except to symbol papers. I now know that thither is not much true statement to my ideas and thoughts because my thoughts were shaped only from my experiences. My experiences are stipulate because they were shaped from the problems in schools and the experienced ideas that teachers in time have. Now that I have knowledgeable the other sides to these problems I know that my thoughts about teaching and educatio n are not full developed. One of the ideas that I have versed is that every(prenominal) students learn in different ways and teachers need to teach to their needs. This is described with an analogy in determination Freedom. The analogy used is, . . . anyone would express joy themselves silly at the thought that children with different body coats ought to be do to wear the same size clothes . . . (Hinchey, 67). We would laugh if someone utter all children should wear the same size clo intimacy, yet teachers are still teaching students all in the same way. Some students learn from lecture and memorizing, whereas others learn from examples and trial and error. Finding Freedom states that teachers need to modify take in for students so that they can learn the material (Hinchey, 11). Delpit also states, Some of the black students charge knowing how to read, but none of them as quickly as my uninfected students. I was doing the same thing for all of my kids--what was the problem? (Delpit, 13). Before reading these two statements as intumesce as others and discussing them in class I thought that almost all students learned in the same way. I thought this because I learned from lecturing, memorizing, and a few examples. I evaluate that if I could learn in that way and most of my peers learned in that way then most students could.Praxis Statement Education Teacher EssaysPraxis Statement When I first decided to be a teacher I had many thoughts and opinions about teaching and education. Some of my thoughts and opinions have stayed them same however, many have changed from the discussions and readings in LL ED 411 and 480. When I first decided that I wanted to be a teacher I thought that most students learned in the same manner. I also thought that the teacher should have power over the classroom. Likewise, I thought that technology should not be used in the classroom--except to type papers. I now know that there is not much trut h to my ideas and thoughts because my thoughts were shaped only from my experiences. My experiences are narrow because they were shaped from the problems in schools and the old ideas that teachers still have. Now that I have learned the other sides to these problems I know that my thoughts about teaching and education are not fully developed. One of the ideas that I have learned is that all students learn in different ways and teachers need to teach to their needs. This is described with an analogy in Finding Freedom. The analogy used is, . . . anyone would laugh themselves silly at the thought that children with different body sizes ought to be made to wear the same size clothes . . . (Hinchey, 67). We would laugh if someone said all children should wear the same size clothing, yet teachers are still teaching students all in the same way. Some students learn from lecturing and memorizing, whereas others learn from examples and trial and error. Finding Freedom states th at teachers need to modify work for students so that they can learn the material (Hinchey, 11). Delpit also states, Some of the black students even learned how to read, but none of them as quickly as my white students. I was doing the same thing for all of my kids--what was the problem? (Delpit, 13). Before reading these two statements as well as others and discussing them in class I thought that almost all students learned in the same way. I thought this because I learned from lecturing, memorizing, and a few examples. I figured that if I could learn in that way and most of my peers learned in that way then most students could.