The
teaching and learning process in schools is very multifaceted. Teachers must
stimulate the students in such a way that the students feel inspired to learn.
Students learn in many different ways; through instruction, relationships, and
experiences just to name a few. Unit one in Educational Psychology editions
12/13 introduces articles dealing with perspectives on teaching. Article 1- Inspired Responses by Carol Frederick
Steele and article 2- Reform: To What End?
by Mike Rose discuss the qualities of effective teachers and how the education
system should reflect the development of inspired teachers. Article 3- Embarking on Action Research by
Catherine M. Brighton describes the significance of supporting the need for
data to support the need for new and thought provoking teaching practices.
Article 4- Teaching with Awareness: The
Hidden Effects of trauma on Learning by Helen Collins Sitler and article 5 Supporting Adolescents Exposed to Disasters
by Anne K. Jacobs, Eric Vernberg, and Stephanie J. Lee both discuss students
need of social support in times of disaster and psychological issues.
In Inspired Responses, Steele describes
great educators as inspired, knowledgeable, have a considerable amount of life
experience with the subject area, and possess an ability to read students, receive
their cues, and comprehend the many signals students give us throughout the
day. Teachers go through four stages of development: unaware, aware, capable,
and inspired. As teachers progress to becoming an inspired teacher they reflect
upon previous experiences, improve their craft, and develop an innate ability
to respond to situations on the fly. Inspired teachers create a two way
communication between classes, picking up on social cues, receiving messages
from students, and reacting appropriately. Inspired teachers learn to develop
relationships with students, understand patterns within the school, and
understand the cultural and community characteristics of the school. Inspired teachers
are willing to try new ideas, and are not afraid to fail. They gather ideas as
they progress through their career and adapt it to the needs of their students.
In Mike Rose’s Reform: To What End?, he
describes the importance of educators creating learning friendly environments.
Students need to feel supported, safe, and respected. Teachers should possess a
genuine concern for their students, allow them to be smart, and take them
seriously intellectually. We too often get caught up in a society obsessed with
numbers and test scores. Rose posits that money should be allotted towards teacher’s
professional development, not towards simply raising standardized test scores.
If educators continue to develop over time, greater learning will then be
achieved, thus raising test scores.
Article
3, Embarking on Action Research, discusses
the importance of investigating the classroom, finding ways to improve, and
facilitating a change the will make a difference in the lives of students.
While working with action research there are seven steps: identify a focus,
develop a plan of action, collect data, organize data, draw conclusions from
data, disseminate findings, and develop a new plan of action. Action research
is important because it a person within a group that is facilitating the
change, usually ensuring that the focuses being investigated are those with the
betterment of the group in mind.
Articles’
4 and 5 are both very similar in that they deal with tragedy. Many tragedies
can happen in a student’s life such as a death in the family or school
community, divorce, natural disaster, etc. Sitler suggests that …“as teachers,
we may be unaware that a students has experienced physiological trauma.
Therefore, we need to teach in supportive ways” (p. 119 2009). We must always
be compassionate and understanding as educators, always being attentive toward
student emotions. Maslow (1987) suggests that an individual’s most basic needs
are physiological, followed by a sense of security, and then emotionally (Cited
in Sitler P. 120 2009). As educators, we must understand this and be able to
support our students academically, as well as socially and emotionally. When dealing
with tragedy we must be aware of student need and develop a school safety plan
to ensure an appropriate mental health response from our schools, such as
providing counselors, and having a system in place where students can go for
help.
The five
articles in unit 1 all shed light on different perspectives on teaching. One
common theme discussed in all five articles is the relationship teachers are
able to develop with their students. The greatest educators are able to inspire
their students and are looked upon favorably. An educator should care about
their students and be dedicated towards bettering their lives. Teachers should
be able to keep the pulse of the class, knowing the needs of the students, making
personal connections, and providing resources to help students develop socially
and emotionally.
References
Cauley K. M., Pannozzo G.M. Annual Editions: Educational Psychology 12/13. New York: McGraw-Hill
Sitler H. C. (2009) Teaching with awareness: the hidden
effects of trauma on learning. The Clearing House, 119-123.
