Methods and Policies to Enhance Teaching

PHILOSOPHY ESSAY
Nathaniel Jones
Concordia University
EDGR 602

I believe that each and every student in my classroom should succeed. As a teacher, it is my duty to ensure that students achieve their full potential and gain skills and knowledge that they require in daily lives as democratic citizens of the society. This is with the help of Response to Intervention and the use of the right coupled with the use of right instruction models. The models maximize the ability of students to acquire knowledge and skills and thus improving their performance over time. Instructional methods, common core, and accountability should be aligned with the academic goals, instructions, and exams. American schools need a standardized common curriculum in order to ensure equality in student learning. The Common Core State Standards should be implemented in each of the states in order to align teaching materials with international standards. This is because they are clear and benchmarked from the best education systems in the world such as Finland and Singapore. They ensure that teachers design their classes and thus putting creativity back in the classroom. They ensure consistency and clarity in American education system. Implanting the common core standards is advantageous to both students and teachers. As a teacher, I can adopt instructional models that work best for the class. The standards promote consistent learning for both teachers and students.
In my opinion, there should be a central body monitoring quality in teaching. This ensures that there will be enough resources to support the school community in the implementation of a quality-teaching model. Secondly, teachers and school leaders will be supported and lastly mentorship for both students and teachers will be facilitated. A central state body will ensure that the curriculum used is best for the students. According to Darling-Hammond (2010), common core standards ensure that not only equality is practiced but also student and teacher duties are well done. This will also ensure a common standardization for all schools that will primarily provide a clear roadmap in the form of rich, common curriculum content, and resources that will support successful teaching of all students to mastery. A shared curriculum in core academic subjects shapes standards, provides a common ground for the creation of a coherent and high quality instructional support. This includes teaching materials, assessments and teacher training. I am in favor of implementation of common core standards. This is because they are clear and concise thus ensuring that parents, students, and teachers have a clear understanding of the expectations in writing, speaking, reading and listening, mathematics and language in school. Common core standards ensure that there are a clear set of expectations for students and teachers that are aligned to college and carrier expectations. In addition, they support and promote equity and equality amongst schools and students, regardless of where they live and their socioeconomic status. The students will therefore be well prepared with essential skills and knowledge that is necessary to collaborate and compete with their peers both in the U.S. and also abroad. I advocate for the NCLB policy and a standardized K-12 education system that is primarily inclusive, providing education for all pupils. This is also by taking into account children’s interests and choices in setting content, curriculum, and learning strategies. Therefore, a student-centered approach is best as it takes care of individual student’s needs and thus providing a provision of equality in the education system. In furtherance to this, diversity is something, which is unavoidable in the current education, and thus teachers should ensure that they know how to appreciate and respect it in the classroom setting.
The U.S education system should prioritize on employing high quality teachers, redesign high school curriculum, and early childhood intervention measures. This will ensure that teachers perform competently as educators, the curriculum will be more meaningful and children limitations in learning are taken care of. American education system should advocate for a positive teacher-student relationship. The relationship should be strong and thus acting as a primary motivator for student learning. Teachers should act as guides, mentors, content experts, and compasses to navigate their students to the world and thus equipping them with essential skills to survive and prosper. The education system should include sports and other teacher-guided extra-curricular activities and opportunities. This instills and builds self-confidence, strong sense of community, and balance among the students.
21st learning skills should be incorporated in giving instructions for 21st century learners. In favor of this, Holmes and Hoffman, 2000 assert that 21st century learning is not like classroom learning of the traditional approach; instead, it has three special attributes: through the exploration and problem solving students create, generalize and integrate knowledge. There is also the incorporation of student driven, interest based activities which the student can determine their sequence and frequency. There are also activities that encourage integration of new knowledge into the learner’s existing knowledge base. 21st century learning should be the right approach to instructional learning as technology has impacted positively on core architectures of the 21st century. This includes case based learning, incidental learning, learning by conversing and exploring, and learning by reflection. Technology has also promoted the use of simulations thus a simulation-based learning is facilitated. This is because computers can run sophisticated simulations to provide realistic results. The interne t can also allow multiple students participate in class discussions so that interaction between multiple students and teachers is facilitated.

References NGAC & CCSSO (2010). CCSS Initiative Standards. Retrieved from the required readings on 25th February, 2015.
Shapiro, 2008. Tiered Instruction and Intervention in a Response to Intervention Model. Retrieved from the Required Readings.
NGAC & CCSSO (2010). CCSS Initiative Standards. Retrieved from the required readings on 25th February, 2015.
Bicknell-Holmes, T. and Hoffman, P. S. (2000). Elicit, engage, experience, explore: Discovery learning in library instruction. Reference Services Review. 28(4), 313-322.

Darling-Hammond, L. (2010). Teacher Education and the American Future. Journal of Teacher Education, 61(1-2), 35-47.

References: NGAC & CCSSO (2010). CCSS Initiative Standards. Retrieved from the required readings on 25th February, 2015. Shapiro, 2008. Tiered Instruction and Intervention in a Response to Intervention Model. Retrieved from the Required Readings. NGAC & CCSSO (2010). CCSS Initiative Standards. Retrieved from the required readings on 25th February, 2015. Bicknell-Holmes, T. and Hoffman, P. S. (2000). Elicit, engage, experience, explore: Discovery learning in library instruction. Reference Services Review. 28(4), 313-322. Darling-Hammond, L. (2010). Teacher Education and the American Future. Journal of Teacher Education, 61(1-2), 35-47.