What a rewarding journey it has been..................
When I entered the MSEd program I had been teaching for about four years at La Salle Academy. I spent the first few years constantly changing what I was doing. I spent the first four years developing my personal teaching philosophy and identifying who I was as a teacher. Through my courses at UNE I have found my identity!
I believe that the classroom belongs to the students. Each day I ask myself “Why am I here and what am I doing?” The answer never changes; I am there for the students. My teaching philosophy and methods of instruction are rooted in the idea that everything I do in the class is student centered. I have found that the more ownership and input the students have in their education, the higher their motivation. I have found many ways to do this over the years, but UNE introduced me to many more.
My instructional and motivational methods fall under the constructivist theory of student learning and motivation. Cohen and Spenciner (2009) describe the constructivist theory as a form of learning that is student centered, but relies on students building knowledge based on their past experience. Students and teachers develop and engage in activities that increase student learning through authentic assessment and linking information to past events in their lives. When students connect material to their lives, learning and education become more relevant. I had strive to make learning history as engaging and relevant as possible. Before my time at UNE, I did not fully understand how to make history relevant and engaging, but now it is quite clear. I see greater motivation and a desire to learn from many of my students.
Through my experience at UNE, I have developed instructional activities that encourage freedom of inquiry, yet demand evidence of critical thinking from all of my students. Chapman and King (2005) introduced me to the problem based learning method. Students create a problem question, investigate the problem and develop a potential plan to address and solve the problem. I feel as though the method integrates the constructivist method of learning and incorporates a solid form of instruction that meshes well with the motivational strategy. Students have been able to examine topics in history that are relevant to the content and connect them to their lives today, which led to a positive learning experience.
Through classes at UNE I have integrated my philosophies of student learning and motivation into my teaching. As a result, I found that I have moved beyond the theories of basic differentiation. My lessons are more creative and reach many more styles of learners. There is nothing I enjoy more than watching a student demonstrate their knowledge of a topic through whatever means they want to demonstrate understanding. Gone are the early days of lecture and note taking! I have ushered in an era of student written plays that depict social change after the American Revolution; or student authored children’s books about the Bill of Rights.
Overall, UNE has taught me to be a reflective teacher that has developed skills that have brought me beyond basic differentiation. Through implementation of solid motivational theories and engaging methods of instruction, my students have experienced a rewarding and meaningful experience in which all students have been able to learn. I feel that through my course work at UNE, I am fully prepared to handle the 21st century students and their various methods of learning.
Chapman, C. & King R. (2005). Differentiated assessment strategies: One tool doesn’t
fit all. Thousand Oakes, CA: Corwin Press, Inc.
Cohen, L.G. & Spenciner, L.J. (2009). Teaching students with mild and moderate
disabilities: Research-based practice. Upper Saddle River, NJ: Pearson
I believe that the classroom belongs to the students. Each day I ask myself “Why am I here and what am I doing?” The answer never changes; I am there for the students. My teaching philosophy and methods of instruction are rooted in the idea that everything I do in the class is student centered. I have found that the more ownership and input the students have in their education, the higher their motivation. I have found many ways to do this over the years, but UNE introduced me to many more.
My instructional and motivational methods fall under the constructivist theory of student learning and motivation. Cohen and Spenciner (2009) describe the constructivist theory as a form of learning that is student centered, but relies on students building knowledge based on their past experience. Students and teachers develop and engage in activities that increase student learning through authentic assessment and linking information to past events in their lives. When students connect material to their lives, learning and education become more relevant. I had strive to make learning history as engaging and relevant as possible. Before my time at UNE, I did not fully understand how to make history relevant and engaging, but now it is quite clear. I see greater motivation and a desire to learn from many of my students.
Through my experience at UNE, I have developed instructional activities that encourage freedom of inquiry, yet demand evidence of critical thinking from all of my students. Chapman and King (2005) introduced me to the problem based learning method. Students create a problem question, investigate the problem and develop a potential plan to address and solve the problem. I feel as though the method integrates the constructivist method of learning and incorporates a solid form of instruction that meshes well with the motivational strategy. Students have been able to examine topics in history that are relevant to the content and connect them to their lives today, which led to a positive learning experience.
Through classes at UNE I have integrated my philosophies of student learning and motivation into my teaching. As a result, I found that I have moved beyond the theories of basic differentiation. My lessons are more creative and reach many more styles of learners. There is nothing I enjoy more than watching a student demonstrate their knowledge of a topic through whatever means they want to demonstrate understanding. Gone are the early days of lecture and note taking! I have ushered in an era of student written plays that depict social change after the American Revolution; or student authored children’s books about the Bill of Rights.
Overall, UNE has taught me to be a reflective teacher that has developed skills that have brought me beyond basic differentiation. Through implementation of solid motivational theories and engaging methods of instruction, my students have experienced a rewarding and meaningful experience in which all students have been able to learn. I feel that through my course work at UNE, I am fully prepared to handle the 21st century students and their various methods of learning.
Chapman, C. & King R. (2005). Differentiated assessment strategies: One tool doesn’t
fit all. Thousand Oakes, CA: Corwin Press, Inc.
Cohen, L.G. & Spenciner, L.J. (2009). Teaching students with mild and moderate
disabilities: Research-based practice. Upper Saddle River, NJ: Pearson