My journey to get a single subject English credential began August 1st, 2018. After waiting on my financial aid, I was officially enrolled in my first four classes. This began with ITL600, an introduction to teaching. The first part of this journey is choosing an artifact from this class that demonstrates our growth and connection to the TPEs. I am choosing my autobiography, because it's a great starting point. And I feel it shows both.
TPE 6 is about developing as a professional educator. This paragraph is important because, in education it represents my starting point. TPE 6.1 asks educators to reflect on their own teaching practice (Ctc.ca.gov, 2018), I believe that reflection begins by understanding how we reacted to others how others who taught us. In my case, I was the uncomfortable student. I was the student who didn't fit into groups. I was the last student picked at sports. While all these memories can be painful, they give me unique perspectives into students who fade into the background and fear standing out. And, I remember which teachers overcame that and could communicate with me, even when I felt invisible or wanted to disappear.The classroom climate must be safe, professional, and collaborative, allowing students to feel at ease to express their views, share experiences, and discuss differences of opinion (Moore, 2018).” In retrospect, my educational experiences were anything but safe. That had a profound effect on me. I rarely raised my hand. I never volunteered. And asking questions terrified me (Whitehead, 2018).
The artifact provides evidence of growth because it's the first time, in twenty years of subbing, I have labeled my own philosophy of teaching. I am a progressivist who believes in lessons tailored to the students’ interest and background. I am also an essentialist. I believe there are just some core subjects that don't lend themselves to individual tailoring, that sometimes you just have to plow through. And I try to maintain a healthy mix of both philosophies.I am primarily a Progressivist when it comes to education. “Progressivists believe that education should be student-centered, focused on active participation, questioning, and experimentation.” (Sadker, 1997, P. 405) I am not surprised I would align with Progressivism. I know from first-hand experience if the student isn’t engaged, it’s hard to teach anything (whitehead, 2018)..
Progressivism: Rather than focus on content or on the teacher, Progressivists believe that education should be student-centered, focused on active participation, questioning, and experimentation.
This helps me understand how my own education shaped how I interacted with my students and peers. Because of how poorly I fit in, I almost need to view education as a very personal and individual process. Ironically, I also view it as a universal process. That means whatever lesson I teach, I am always going to have two nearly opposite ways my intuition tells me to present it.Essentialism: The core of this philosophy is the belief that there is an essential common core of practical knowledge, skills, and moral standards that all schools should teach and that all students should learn in order to become productive and valuable members of society (Sadker, 1997, P. 405).
My growth plan is to embrace this conflict as an asset instead of a liability. As I look back on TPE 6.2 part of my affinity for these two educational philosophies are my own implicit biases. Existentialists believe that reality is inherently subjective and, therefore, focus on individual choice, freedom, and determination. Social reconstructionist believe students and teachers work together to tackle controversial issues through inquiry, dialogue, multiple perspectives, and community involvement. (Sadker, 1997, P. 405). While I don't identify with these philosophies, I now wonder if I'm most qualified teacher to reach a student who does.
This artifact relates to me being an inspired teacher, because it reminds me that inspiration starts when you recognize the learning target is for the student not the teacher. Whatever philosophies best describe me are great to know. What's more important to ask is what philosophies and views about life will help me reach this student. Knowing that, the two beliefs and values that will need to guide my growth are:
In Conclusion... I do think all the ethics can be boiled down to one simple question: Is this approach good for the student I am teaching now? Unfortunately, the realist in me also knows teaching is rarely a one on one occurrence (Whitehead, 2018).
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