MY TEACHING PHILOSOPHY recognizes students’ social development while focusing on creating a positive classroom environment. As a middle level educator, I believe that the teacher should thoroughly prepare to use the social development to help aid their decisions while using deliberate practice while attempting to understand the locus of causality of the students will most likely allow the students to succeed throughout their education and better prepare the students for real life situations. In all, my philosophy embodies how students need to use social interactions and deliberate practice in order to learn independently and think critically.
AS A FOUNDATION OF CONSTRUCTIVISM, Vygotsky’s Social Development Theory presents certain aspects that explain how “social interactions, the more knowledgeable other, and Zone of Proximal Development (ZPD)” (“Social Development Theory,” 2016) coincide with one another in education. Therefore, this theory is vital to middle level education because the social aspect of young adolescents is important due to the fact that they are trying to find their identity, form relationships, while forming skills to help them learn inside and outside the classroom.
FURTHER, SOCIAL DEVELOPMENT doesn’t merely stand alone. In Debbie Silver’s Fall Down 7 Times Get Up 8, the Attribution Theory is categorized by “task difficulty, luck, innate ability or talent, and effort” (57). Through these four sections, social interactions occur, the more knowledgeable other should exist, and the ZPD can be discovered through the tasks. Moreover, how the students view themselves remains a priority in my philosophy because students need to be aware of their value. Whether the students believe that their locus of causality (Silver, 58) is internal or external, as the teacher, I should attempt to discover the thinking of why the students failed or succeed in order to help them. If a student relies on task difficulty, luck, innate ability or effort to succeed in school, as a teacher I would use effective praising skills to embody the full potential of the student while not discouraging the other students so all students will be given the opportunity to feel accepted while believing they can succeed as well. Although, the idea of praising a student seems to always be a positive interaction, as a teacher, I will try not to praise a student based on completing something too difficult because that might show the student that he or she doesn’t need to task risks while learning. The idea of praising a student completing a task merely on luck seems to be absurd since I want my students to think independently and critically. Similarly to the concept of luck, when a teacher praises students for simply their innate ability shows that the student is set in that ability and that could hinder the student to learn to grow or take risks.
References
Social Development Theory. (2016, September 08). Retrieved from https://www.learning-theories.com/vygotskys-social-learning-theory.html
Silver, D. (2012). Fall down 7 times, get up 8: Teaching kids to succeed. Thousand Oaks, CA: Corwin.
AS A FOUNDATION OF CONSTRUCTIVISM, Vygotsky’s Social Development Theory presents certain aspects that explain how “social interactions, the more knowledgeable other, and Zone of Proximal Development (ZPD)” (“Social Development Theory,” 2016) coincide with one another in education. Therefore, this theory is vital to middle level education because the social aspect of young adolescents is important due to the fact that they are trying to find their identity, form relationships, while forming skills to help them learn inside and outside the classroom.
FURTHER, SOCIAL DEVELOPMENT doesn’t merely stand alone. In Debbie Silver’s Fall Down 7 Times Get Up 8, the Attribution Theory is categorized by “task difficulty, luck, innate ability or talent, and effort” (57). Through these four sections, social interactions occur, the more knowledgeable other should exist, and the ZPD can be discovered through the tasks. Moreover, how the students view themselves remains a priority in my philosophy because students need to be aware of their value. Whether the students believe that their locus of causality (Silver, 58) is internal or external, as the teacher, I should attempt to discover the thinking of why the students failed or succeed in order to help them. If a student relies on task difficulty, luck, innate ability or effort to succeed in school, as a teacher I would use effective praising skills to embody the full potential of the student while not discouraging the other students so all students will be given the opportunity to feel accepted while believing they can succeed as well. Although, the idea of praising a student seems to always be a positive interaction, as a teacher, I will try not to praise a student based on completing something too difficult because that might show the student that he or she doesn’t need to task risks while learning. The idea of praising a student completing a task merely on luck seems to be absurd since I want my students to think independently and critically. Similarly to the concept of luck, when a teacher praises students for simply their innate ability shows that the student is set in that ability and that could hinder the student to learn to grow or take risks.
References
Social Development Theory. (2016, September 08). Retrieved from https://www.learning-theories.com/vygotskys-social-learning-theory.html
Silver, D. (2012). Fall down 7 times, get up 8: Teaching kids to succeed. Thousand Oaks, CA: Corwin.