Reflection Posting for EDU 2300
Diversity and the Classroom is a class offered at Seattle Pacific University in which it addresses the main concepts of what it truly means to be diversified. In the class, we read two textbooks regarding the different kinds of diversity that lives in education today and how this can impact students learning, Multicultural Education by Banks and Banks, and Teaching Students with Special Needs by Lewis and Doorlag. Between the two texts, readers can find themselves learning more and more about the multicultural world we live in today. I learned a lot about several topics in which we had weekly discussion forums about: how socioeconomic statuses can shape a student’s educational experience, the social and cultural challenges African American and Asian students face in school, how religion can be incorporated into our instructional practices, how educators can improve academic outcomes for English learners, why we should differentiate instruction, what lessons can be learned from the staff at Linda Vista, and what the benefits are to Response to Intervention (RTI). However, the biggest idea that stuck out to me the most was how the color-blind approach can impact diverse students. Our discussion forums in the class were always interesting to reflect on, but the idea of color-blindness was eye-opening in ways I never looked at before. According to the article we read, Waking up to Differences: Teachers, color blindness and the effects on students of color by Sheri A. Castro Atwater, “Many teachers continue to hold racial biases, expectations, and preferences of which they are often unaware…” (Atwater 247). This was something that I have really reflected on since the initial discussion posting, and will bring this awareness to my future classroom. Overall, EDU 2300 was an amazing class that introduced concepts of diversity I have never thought of before and I am grateful for the opportunity to have taken it.
Course Reflection EDU 2104
Education plays a major role into how our world functions. I have always appreciated the teachers I have had in my years of schooling. My teachers have shown perseverance with their students, not only because that is their job, but because of the care they provide and open hearts they have for student learning and achievement. It is their passion to teach- to fill their student’s uneducated minds full of knowledge. Over the years, I have come to admire and appreciate the career that can often be so undermined in a world full of potential doctors, lawyers and nurses; how satisfying would it be to be able to have such an impact on the future individuals of our society. Teachers educate all other professions.
Intro to Education is a class at Seattle Pacific University for potential future educators. The class provides optimal insight into how the classroom operates, how to write lesson plans, and how to manage a classroom based on a personal teaching philosophy. I gained a lot from taking this class, and it has reassured me of my love for teaching.
One of the main ideas I have learned in this class was about lesson planning. I have had previous experiences with lesson plans from other classes, but this class has helped me immensely on the pathway of creating a great lesson plan. I have learned that a lesson plan should be so specific, it would be so that a substitute teacher could come into your classroom and be able to teach your students according to that lesson plan,
“Every day you will have the responsibility and opportunity to determine how best to ensure you’re your students are meeting the high expectations you have for them. Not every lesson will be uniquely creative, not every lesson will involve small group work, and not every lesson will involve a diverse array of activities, but every lesson should be carefully designed and implemented to ensure that your students learn, understand, and retain the skills and knowledge defined in the goals you have set” (2001, teachingasleadership.org).
Lesson planning is essential for the success of every classroom. Another element to being an educator is the theory of a personal teaching philosophy in which we discussed in class and wrote a paper on. Educational philosophies range from an array of different methods of beliefs and traditions that can shape and formulate what the teacher believes in and how that can affect the students learning, “In classrooms, teachers invoke metaphysical issues regularly when they make decisions about what they should teach on any particular day, how they should organize the classroom to facilitate maximum learning, and what motivational strategies they should use” (2007, Martin). These philosophies consist of perennialism, essentialism, progressivism, existentialism, and social re-constructivism. I came to the conclusion that my personal teaching philosophy was a mixture of perennialism, progressivism, and social re-constructivism. In summary, there is a balance between using past, present, and future knowledge, emerging the students into social problems that are going on around the world, and having the teacher as a guide that cooperates with the students of their specific needs.
Overall, I acquired a considerable amount of knowledge about my future career through my experiences in Introduction to Education with Professor Schneider. Combined with my previous experiences in working with children, I believe that the Introduction to Education class serves a valuable purpose at Seattle Pacific University and to all future educators.
(2001, January 1). Retrieved December 8, 2014, from http://teachingasleadership.org/sites/default/files/Related-Readings/IPD_Ch5_2011.pdf
Martin, D., & Loomis, K. (2007). Building teachers: A constructivist approach to introducing education. Belmont, CA: Thomson/Wadsworth