Ways in Which Views on Knowledge are Implicated in Work as an Educator - Essay Example

Topic: Critical Reflection Paper The learner: How my view of the learner influences pedagogical decisions I believe that educators are liable to the different issues that go on in their lives each day and through time, making their main concerns and lives entirely significant. Every teacher also goes through a personal career pattern that has an effect on their willingness and aspiration to take part in activities that will create improvements. The actions and views of people concerning developing and changing the manner in which they teach are largely subject to their beliefs and their knowledge. For instance, some educators are of the belief that ability is an inherited aspect and this implies that some children are not able to learn. It is imperative to note that thoughts are also subject to past experiences; for instance, educators may be against the learning of a new reading approach that is promoted by the government because they have the belief that the approach is not effective based in successful experiences they have working with a different approach. I believe that emotional intelligence of the educator has a profound influence on motivation and self-concepts of students, regardless of the fact that teaching is associated with a lot of emotion. The willingness of a school to change is affected by the psychological state of the teachers and if they disregard the psychological and inter-personal processes, they might end up behaving in a defensive manner in order to safeguard themselves from innovations that will reveal their shortfalls (Strike, 2010). On the other hand, if teachers value individuals as people, while at the same time valuing what they contribute, their self-esteem will increase and trust will be fostered. I believe the starting point for learning is motivation, and for an overworked and busy educator to be devoted in terms of effort towards change and new learning approaches, there should be adequate reasons for change or something that will make the teacher understand that what they are doing is not working. Additionally, when faced with newer approaches to teaching, the teachers should have an awareness of whether it is useful and practical, which implies relevance in the classroom to the students(Parker, 2010). Further, I believe if a teacher is not confident on the possibility of achieving success, then motivation will not be enough and there are cases where teachers do not believe that all students can be successful. Some teachers deeply believe that regardless of what they do, they cannot make a lot of difference as a result of the disadvantaged social situations of the students as well as the low aspirations they possess together with their parents. The teachers who have more confidence are convinced that their activities can have a considerable difference to the development and progress of their students when they are in school and later in their lives. I believe that teaching is an activity that is very private, despite of the fact that humans are social by nature who seek connections, social support as well as relationships. Even though numerous teachers may demonstrate and sometimes decide to learn and work alone, some are aware of the potential that exists within groups and know that their work can reap from collaborating with other teachers(Dewey & McMurray, 1904). Knowledge: Ways in which views on knowledge are implicated in work as an educator I believe that comprehensive and profound knowledge of a teacher has an effect on pedagogical content and pedagogy along with the subject disciples associated with them. This integrates knowledge concerning the cultural experiences, learning approaches, weaknesses, strengths and home background of every student. Furthermore, it also includes the understanding of the teachers of the manner in which their profound knowledge interrelates with the classroom environment, as well as a self-cognizance that allows them to be aware of their individual objectives, feelings, behaviors and thoughts(Dewey, 1902). I further believe that the teacher usually better placed in terms of decisions and options which gives him or her a higher degree of influence. Teachers are influenced by the degree of their set of teaching approaches and the capacity they have to test their own practice through working in a learning cycle that entails activities, reflecting and evaluating, extraction of meanings from reviews and making plans on how to utilize the learning at a later date (Strike, 2010). When teachers are planning for the learning of their students, there skills should include process and activities that will inspire active learning, responsibility of the learners, learning concerning learning, collaborative learning as well as skills that are associated with dealing with relationships. Social and political context: How schools are affected by social and political issues I believe that educational practices have changed from generation to generation, and people’s views of child development and learning styles have changed as newer research and studies provide evidence that confirms or modifies various theories. Therefore, evolution remains natural and continuous with the progress associated with research and empirical studies. Additionally, economic changes, beliefs and values, political forces and social changes continue to develop and may have an effect on educational practices. Signs and societal trends have been studied to understand what is bound to come in the future and teachers should make sure that they resist urges to make speculations on the manner in which new movements will align with the indication historical patterns as far as philosophical outlooks are concerned (Sugarman & Kemerer, 2011). Since teachers observe the new developments as well as current practices, nevertheless, various aspects are highly likely to have a considerable effect on the future goals of schools. I believe that racism or denial of individual rights based on race is a huge issue and the impact of the manner in which society perceives race to students and schools as a whole is not a new aspect. Even though legal actions that have involved people filing lawsuits against school boards and other institutions have endeavored to create racial equality to schools, racial issues are more profound that simple criminalization of segregation (Woolley, 2010). The number of schools that have more than ninety percent students who are considered as racial minorities continues to rise and they are main low income schools in the urban areas which may be not have budgets or the resources that are needed for the provision of similar quality education provided the schools in higher income suburban environments. I believe that when the economy slumps, it is very easy for people to suffer, and with the society having access to less and less money, schools are likely to experience funding crunches and fall into financial crisis. For instance, during low economies, the costs associated with fuel for school transport as well as food increase(Karier & Karier, 1986). In most cases, these escalated costs are borne by the schools, parents as well as the students (Sugarman & Kemerer, 2011). In the cases where the costs borne by the schools start outweighing the money that comes in through taxes and other areas where funding is gained, initiatives that are considered nonessential are cut and in extreme cases, teachers may be let go. The cuts to school expenditures affect the schools, their students as well as the opportunities they have to getting quality education. I believe that the use and abuse of substances is a major issue that affects students and more than forty percent of students have at one point or another engaged in drinking, with the number of cases of binge drinking increasing. Students who take part is the use of various substances on a regular basis usually have academic problems such as lower grades, higher chances of absenteeism in school as well as memory issues. On the other hand, teen pregnancies cannot be considered merely as a societal issue or a surprising statistic since these pregnancies have a far-reaching effect on numerous students and their school activities. Unplanned pregnancies in teens is a problem for the society that is costly for the economy in terms of health, foster care as well as other interlinked expenses. Teens who get pregnant while still in school have an increased possibility of dropping out of school, entirely or obtaining lower grades if they do not, and thus only about fifty percent of all the teens who get pregnant are able to graduate from high school. Social justice, Equity, and access: Relationship between these effects and the issues of social justice, equity and access in schools I believe that social justice is a complicated aspect that stirs arguments, varies from one individual, social class, culture, time and context to another and is not neutral. When the definitions of social justice are based on consensus, it is an aspect that has little likelihood of satisfying the thinkers who are most open-minded. Additionally, it is not possible to trace or refer social justice to any specific location since its definition localizes in a person in in a collective and not in policies that are developed by the government (Murakami-Ramalho & Pankake, 2011). Numerous people who have made a commitment to social justice live lives that extends their beliefs outside the contexts of their schools and it is impossible to document the experiences of all the people in brief statements. I believe that the being committed to enact social justice in schools is an activity that is activist oriented and a character that has a commitment to enactment of social justice allows teachers to teach all the students in a fairer and equitable manner(Fromm, 1962). In order for social justice to exist in schools, every student should be given similar and equal opportunities to achieve academic success notwithstanding their background or the knowledge they have acquired. Even those this kind of character will inspire varying pedagogical responses subject to the context, I believe that social justice should remain the critical part of rhetoric that teachers utilize in conceptualizing and carrying out their work. This implies that in classrooms, teachers should teach their students about discrimination and injustice in entirety in regards to various races, gender, appearance, age, nationality, beliefs and sexual orientation among others. Yet again, even though it is obvious that the forms of teaching materials and approaches that promote social justice in various contexts cannot be predicted with certainty, there are activities that can be used by both teachers and students in their exploration of the definitions of justice in various contexts. Activism and Advocacy: Role of educators in creating change in the classroom and in the larger sociopolitical context I believe that in order to successfully increase the degree of social consciousness in students, the students are supposed to experience democratic actions while at the same time having a sense of ownership in the process of education as well as the power to effect changes. In history, students have been seen as the missing component as far as reforms in schools is concerned and a limited number of schools give students a voice in the determination of practices and policies. School reformist should consider allowing students to get a chance to perceive learning as an aspect that they can control instead of something that is disembodied from them, but up to the present, very few schools have considered this. Students are supposed to be confident and skillful so that they can be able to empower themselves, and be able to control their own learning (Nieto & Bode, 2012). On the part of the students, this is a process that takes place over time so that they can be able to get confidence in decision making while at the same time feeling recognized as people of capacity. Only when the students are made to feel safe, valued, accepted and challenged, can they start making progress towards making themselves empowered. I believe that educators can play a significant part in building the self-esteem of students as well as a creation of an environment where the students will be able to start exercising democratic values as well as a sense of empowerment. Additionally, the teachers must also achieve empowerment before they can be confident enough to let other people control their own educations since if they are not confident to give up the requirement to control facets of learning in entirety, the students will not make attempts, fail and become successful (Nieto & Bode, 2012). It is imperative to note that successes and failures are integral to building confidence, and being aware that failure is a temporary phase in the road to success can greatly increase the chances of learners becoming risk takers. While students are seeking to become responsible for their own learning, they gain a sense of empowerment in the process and in order to comprehend the manner in which all this must work in partnership, systematic influences that empower different members of school organizations must be considered. Teachers who are empowered are better placed to empower their students since they have an ability to create change in the classroom as well as the school in general. References Dewey, J. (1902). The child and the curriculum. Chicago: University of Chicago Press. Dewey, J., & McMurray, C. (1904). The relation of theory to practice in the education of teachers. Chicago: University of Chicago. Fromm, E. (1962). Beyond the chains of illusion: my encounter with Marx and Freud. New York: Simon and Schuster. Karier, C., & Karier, C. (1986). The individual, society, and education. Urbana: University of Illinois Press. Murakami-Ramalho, E., & Pankake, A. (2011). Educational leaders encouraging the intellectual and professional capacity of others. Charlotte, N.C.: Information Age Pub. Nieto, S., & Bode, P. (2012). Affirming diversity. Boston: Pearson/Allyn and Bacon. Parker, C. (2010). My Pedagogic Creed (1896). Schools: Studies In Education, 7(1), 47-48. doi:10.1086/651519 Strike, K. (2010). Small schools and strong communities. New York: Teachers College Press. Sugarman, S., & Kemerer, F. (2011). School choice and social controversy. Washington, D.C.: Brookings Institution Press. Woolley, R. (2010). Tackling controversial issues in the primary school. New York: Routledge. Read More