Inquiry Undate:
Professional Identity: Teacher Candidate as a developing professional
When I was in Elementary school my grades were very good, mostly A’s, which is interesting because I was never motivated by grades. I was lucky enough to have parents who weren’t extremely “grade focused.” I was motivated by my own interest in learning and discovery. In middle school I first encountered burnt out teachers, uninspired, my motivation was now extrinsic; to get a passing grade. My attitude only got worse when I went to a large anonymous dilapidated high school with duct tape holding the floor together and signs warning of asbestos in the walls (the school was tore down a few years after I left luckily). My motivation was now to see how few classes I could attend and still maintain a passing grade.
My inquiry question is partially inspired by the text for ESPE 308: Human Development, Learning, and Diversity (Human development, learning, and diversity). Especially from one particular case study where two girls are making kites, one girl wants her kite to fly the other wants to get a passing grade, they both achieve their goals, the girl who only wanted to get a passing grade did not create a kite capable of flight, but being capable of flight wasn’t in the rubric.
Philosophy: Beliefs, values, and commitments in relationship to education
Through few ground rules, knowing all students names and mutual respect I thought I would win students over. This wasn’t working perfectly, so on my Faculty Advisor and School Associate’s advice I tightened up and started moving students for talking much quicker, and taking students phones away more frequently. This helped me gain my students respect; I then saw the value of discipline and firm ground rules. I remember the event that shifted the inertia: I was reading To Kill a Mockingbird aloud to the class, we were near the start of the novel, so the author was still winding up, it wasn’t the most exciting part of the novel and the students were starting to chatter. Even students with ‘A’s who almost never interrupt were chatting. I moved one ‘A’ student from the back to the front. She was slightly embarrassed and the rest of the students thought, “oh if he will move her he will move me without hesitation!” or so I assume because the room became very quiet and we were able to proceed productively.
Personal declaration of purposes of schooling and teachers’ responsibilities to the development of students:
As I see it the purpose of teaching is to impart useful knowledge, and facilitate the evolution of each students mind for the betterment of themselves and society around them.
Teachers have a responsibility to give each student as many chances and opportunities to learn in their individual zone of proximal development as possible no matter what level the student is currently at. The teacher also has the responsibility to find each students’ ZPD. Teachers must too make students feel welcome without feeling bullied or discriminated against.
Learning to teach & Professional Growth plan
My greatest strength is the students like me. My greatest weakness is they think I am their friend. I have learned to combat my weakness by not smiling while disciplining students, taking students phones often and moving students who talk too much.
Educational questions I will continue to inquire into:
- What best motivates students? Why?
- How strict is too strict? How easy going is too easy going?
- How best does one foster a growth mindset?
