Running head: EDUCATION IS A CONTINUING STORY

Education is a Continuing Story Michael Post Liberty University

EDUCATION IS A CONTINUING STORY Abstract Education as a philosophy requires direction, discipline, development, and diligence.

Philosophies of education trend toward directing the instruction in the appropriate structure with leadership to guide the process. Education needs a goal and a teacher helps direct the process. Learning for learning sake is acceptable, but with your eyes on the prize, the reward and the target come into focus. Discipline allows for measurement, recording, and evaluation of the learner and of the instructor. Inform and encourage the learner during the process, which should help in the correction process. Correction and constructive criticism as necessary in education to keep students on task and to follow the requirements needed to proceed in the learning tasks. Development considers the process and steps involved in guiding the learner, teach to an appropriate level so not to frustrate. Diligence encourages the continued study to the required completion. Completion may never fully occur, as education can and should continue until we go to our grave. If we can guide a lifelong love of learning, a student will desire to learn and enjoy the journey.

EDUCATION IS A CONTINUING STORY Education is a Continuing Story Education is a story, a process with characters, plot, and sequence. The process should

continue until one grows very old and dies. Sometimes education will be a pleasant path, a story with a happy ending. Other times education can be a rugged trail, with violent characters, and a bad, tough, or discouraging ending. My educational philosophy is continuing education always, and that means ultimately education should be always occurring in one form or another. It is a conglomeration of learning styles and philosophies. Worldview and Philosophy of Life In education, one has to have knowledge and educational technique to impart to students. My knowledge comes from continuing to learn, and I am always garnering new techniques and strategies to help me reach the students on various degrees and levels. As a teacher, it is not how I like to teach, or the information that I find interesting, but reaching the student with knowledge to guide them through life. Sometimes that knowledge isnt even academic. In part this knowledge comes from my striving to learn, and the striving I have in my life comes from the Lord. As a Christian, I am called to be a servant, and as a teacher I am called to be a servant as well to my students and colleagues. The belief system that I use to guide my teaching is the truth which God imparts. It allows me to have a solid foundation at least on moral ground for the worlds perspective. But ultimately, I know this is more than good morals, it is a serious commitment to have my life carry the banner of Christ. Glorifying God and serving Him is what matters most in my life, and to demonstrate that in my school, community, and family is the satisfaction of life. I often fail, but I get up and thankfully I am forgiven. I try to let my worldview of Christianity show through my teaching. I like to be excellent, and I want my students to be polite, respectful, and excellent as well. Many think it is too hard for our

EDUCATION IS A CONTINUING STORY students to be excellent especially considering their environmental and social setting. I came from a difficult background too, and I am thankful for the blessing from God in my life. God, the Bible, and teaching combine somewhat into a philosophy of education. In the Scholastic philosophy we see the Bible being used to defend knowledge (Gutek,

1995). As a Christian, the Bible is good for teaching, criticism, and maturation, as mentioned in Second Timothy 3:16. It also reminds me of our textbook by Moreland and moves me away from the anti-intellectualism that some Christians, including myself, have followed at times (Moreland, 1997). Thomas Aquinas and other scholastics and connected learning to God and I appreciate that methodology in education (Gutek, 1995). A more current philosophy of learning that I also appreciate the Essentialist school of thought in regards to education which has priorities in strong leadership, standards of achievement, and cooperation between the faculty (Gutek, 1995). Another philosophy that I appreciate in part is the Progressive mode of education. It considers teaching the whole person and allowing some freedom in education for the student along with other traits.(Gutek, 1995). Philosophy of Schools and Learning In education, a teacher can run the classroom, or they can facilitate the learning process. A good teacher has to know what focus to have, sometimes an orator, other times a spectator, or assistant who might ask a question or two to keep the discussion focused in the classroom. A useful technique is called scaffolding, an older pedagogical term that still remains effective, which comes from the Russian psychologist, Vgotsky (Van de Pol, Volman, & Beishuzien, 2010). Scaffolding connects new information to knowledge that has been previously acquired.

EDUCATION IS A CONTINUING STORY Object lessons are also a tool that works with students to help their mind grasp the

abstract with the help of realia. Instructors and their class have benefitted in a significant amount (Kay & Knack, 2008). It helps with sensory experiences that can connect with other paths of learning input. Problem-based learning (PBL) which connects to a hands-on approach can aid in a classroom learning situation. When a teacher creates a scenario, and the students connect with the design, it can allow student to see from a more realistic venue the work involved in solving problems. PBL reminds me of playing at a job with all the tools, papers and processes that someone with that similar real life problem might use (Barb & Dodge, 2008). I try to do so as much as possible in my teaching, character, and Christ-like example, which may be difficult at times in a public school. This is especially difficult when the state has proclaimed a form of evolution as the chief tenet in science (Moreland, 1997). I appreciate standards in school with authority of our leader in academics, our administrator, and I value a congenial staff which can work together for the common good of the entire school (Gutek, 1995). So I believe that I favor Essentialism with a muddling of the scholastics. I also appreciate the options available in portions of the progressive concept of education. The pursuit of the whole person, not just the mind, cooperation with home and school are ones that I can wholly support, I also like the portion of educational freedom, but only in part(Gutek, 1995). I think there are some standards and guidelines to be considered along with encouraging educational freedom. I include standards in my lessons, allow some educational freedom when tasks are completed, and with GATE students, allow the opportunity to explore an area of interest.

EDUCATION IS A CONTINUING STORY Collaborating with colleagues is good for pedagogy and creates cohesiveness in the school faculty. Trends in education can appear and disappear rapidly in this technology driven educational world. While examining such trends, I like to see if they would apply to my students, curriculum, and state standards, if they do and have some solid educational support, I enjoy the opportunity to try and incorporate new and useful techniques. As mentioned above working with a congenial staff, we can consider the benefits and faults of a new trend in

educational pedagogy. When researching and selecting educational trends to more forward with, concepts can change fast. We recently improved our technology in education with desktop computers and already the trend says move toward mobility with classroom devices, like laptops and in with personal devices.(Walling, 2012) Educational Practice As a teacher of the elementary grades currently with the subjects of English language development, language arts, mathematics, physical education, and science, I find scaffolding, object lessons, and problem-based learning to be some of the tools that are effective for my students. The majority of my students are second language learners who are English speakers and developing English speakers. The mixed audience I work with responds well to scaffolding. I might refer to a television show that is age appropriate to synchronize a concept so they can relate more effectively. I would also attach material to sports, games, and even religion at times since many of my class are Catholic and are in catechism classes for their first communion. I have used that example of catechism with the word vain They have to memorize the Ten Commandments and so they can then translate what vain means in an informal sense. The

EDUCATION IS A CONTINUING STORY purpose of this scaffold is to connect with the spelling word vain, so I dont launch into a sermon on the topic, but it attaches to something they can relate with in their personal lives. Object lessons are a useful tool as it works beyond a traditional mode of teach and listen in education. An object lesson attaches to further sensory perception, like touch, smell, see, and even sometimes taste. This goes beyond the scaffolding since they can combine learning experiences to various mental cues that will help them acquire and retain information in a different mode. Even the generic comment of a picture being worth a thousand words allows

more than just plain words but with more adjective responses. An example here might pertain to a science lesson in geology with a mineral sample. We might see the pale yellow mineral, we dont have to hear this one, but we sure can smell it as somewhat like rotten eggs. It is hard in touch, but can be scratched with a fingernail, so it might be considered soft. This object lesson can lead to a scaffold of something made with this mineral, or it can lead to a problem based learning situation. I have several other minerals here, how do they compare? Do they smell similar to the original mineral? How could we organize these minerals? Decide with a partner or small group, cooperatively, and create groups of similar and different minerals. What qualities helped you to decide the categorization you chose? This also connects to another one of my favorite pedagological strategies, cooperative learning. My goal is to create lifelong learners who will continue to learn about many things as they mature. An opportunity to help them find some structure in their commonly broken homes with only a mom, dad, or grandparent infrequently available is a mission I work with my school children. Perhaps they will see someone who will listen, respond, and care for them in a rough world of my students.

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There are many strategies that help students to relate, as a student I loved show and tell. It was an object lesson, which required language arts skill in oration. I also enjoyed real concepts and cultures in the classroom, and was able to invite into my class as a student, missionaries from Bangladesh. They brought slides, wore traditional outfits, and gave a cultural social studies lesson. There wasnt even a religious emphasis, but it was enjoyed by the class, as we were able to see and hear a different person, with different pictures and a different perspective in our class. Essentially, I hope to vary my teaching, and even share students who might need extra help, or who need more of a challenge. I have goals and standards for my classroom that relate to the Essential view of learning (Gutek, 1995). My nearest colleague will help my after school groups if a meeting interrupts the schedule, likewise, I will work with her students if she has to accomplish a task and cant leave the small group unattended. We share ideas, success, failures, and problems that we face; it helps since both being teachers we can better relate to the daily happenings, and debrief before we go home and have to be dad or mom with our own families. Scholasticism, Essentialism, and Progressive education are all linked into my classroom in bits and pieces. I try to incorporate a good moral and Biblical example; the world sometimes considers that to be prudish. As the teacher, I try to set standards of behavior, academics, and responsibility. Isnt that setting the difficulty of school and education too high? Parents are all for progressive education since that implies the concept of freedom, but freedom has requirements and responsibilities as well. Choices are good, but so are standards of accountability. I try to blend these all in my classroom. Education is more than one subject and needs more than one strategy.

EDUCATION IS A CONTINUING STORY Teacher-Learner Relationships Learners and teachers both have responsibilities in the classroom. I have a job to encourage, assist, and provide a safe environment in which to learn. That may require me to present information in a variety of methods including literature, problem solving, and technology. My best teaching comes when I incorporate multimodalities that reach students on

various levels. This can be a daunting task as I teach in a gifted and talented classroom (GATE). Some children are designated as talented based on test results and some have been recommended and tested with a GATE specific test. The difficulty is that they may be gifted in one academic area and have learning concerns in another subject, and some are not from the program but are blended into the GATE classroom. I usually have some sort of challenge for the early finishers to allow me time to assist he entire classroom without trying to keep pace with those quick finishers. Learners are given the opportunity to learn in a safe, friendly, knowledgeable environment, where they might even have fun. Learners are expected to cooperate, attempt a problem, read directions, listen, and participate in the classroom activities safely. Students should try their best, and when possible, support their answers: this might be showing work in math, a highlighted passage which helped them to decide upon or create a response, and checking their work for logicality of response. Learners are encouraged to ask, wonder, consider, and investigate. We will attempt a journal writing weekly in nature with a focus each week on the different senses. I also ask the students to communicate with me, if a problem has occurred then notify me so I can help with the issue so it doesnt fester and irritate. I prefer to be the nice guy, but I may have to be tough teacher if problems repeatedly occur. When a tough

EDUCATION IS A CONTINUING STORY issue occurs, I often ask them what their sports coach might do in a similar situation, and I

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explain that I must proceed similarly to your coach or parents since we all care about your needs. Diversity Diversity is such a valuable tool to use in education. While it may imply differences in abilities or cultures, what I like about it the differences. I like a variety of food, and like various flavors of ice cream. Students like a variety of information, presented in various styles and methods. I often tell the whole class that they are weird, then I announce that I am weird as well, and weird just means different. We are all diverse in some way. In todays world diversity can be a problem. Serious inequities exist, and the economic and social forces that underlie those inequalities are complex. (Solomon & Allen, 2003, p. xviii) The text goes on to describe the inequalities of monetary position, racial, and cultural background to name a few (Solomon & Allen, 2003). America was founded upon diversity, and in my school I am the weird one, I am from the upper Midwest, I am much fairer skinned, and I dont have a Spanish surname although I have created one, Miguel Postre, which is my name plus the dessert. My Spanish is too proper and I come from an intact household with my first and only wife. But we are similar as well; I am learning a second language like they are, I come from a church background with a few differences, but the same God. I was of free lunch income level as a student. I enjoy the food of different cultures, and a close friend of mine came through life similarly to many of my students, and he helps me laugh and understand the prominent Latino culture that is present in California. I can safely put myself in their shoes as a teacher, but will never understand what it means to be stabbed with a knife as a fourth grader in my community. I need to work with the

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families, support the families, encourage the families, and remind families of what real families are like in life. They are not perfect, but they love, respect and honor each other and a family is to be involved in lifelong like learning which should be in our lives. One of my former students of diversity, Carmelita Jeter, won a gold, sliver, and bronze medal in the London Olympics. You never know where life and God will take you with diversity. Conclusion The philosophy of education I hold to connects to the tenet that education is a continuing story. It is hard, fun, painful, exciting, and frustrating at various times in the journey of education as it is in our real life stories as well. What would God have us do? How can we serve Him joyfully in our vocation? The secret of man is to love God and enjoy serving Him. We can enjoy Him by learning and seeing the potential of ourselves, others, and this world. Learn on and prosper in Gods creation.

EDUCATION IS A CONTINUING STORY References Barb, S. A., & Dodge, T. (2008). Strategies for Designing Embodied Curriculum. In J. M. Spector, M. D. Merrill, J. Van Merrienboer, & M. P. Driscoll (Eds.), Handbook of Research on Educational Communications and Technology (3 ed., pp. 97-110). New York: Routledge.

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Gutek, G. L. (1995). A History of the Western Educational Experience (second ed.). Long grove, Illinois: Waveland Press, Inc. Kay, R. H., & Knack, L. L. (2008). An examination of the impact of learning objects in secondary school. Journal of Computer Assisted Learning , 24(6), 447-461. doi:10.1111/j.1365-2729.2008.00278.x Moreland, J. P. (1997). Love Your God With All Your Mind: The Role of Reason in the Life of the Soul. Colorado Springs: NavPress. Solomon, G., & Allen, N. J. (2003). Toward Digital Equity: Briding the Divide in Education. G. Solomon, N. J. Allen, & P. Resta(Eds.). new york: allyn and Bacon. Van de Pol, J., Volman, M., & Beishuzien, J. (2010). Scaffolding in Teacher-Student Interaction: A Decade of Research. Educational Psychology Review, 22(3), 271-296. doi:10.1007/s10648-010-9127-6 Walling, D. R. (2012, July 1, 2012). Techtrends: Linking Research & Practice To Improve Learning. The Tech-Savvy Triangle, 56(4), 42-46. http://dx.doi.org/10.1007/s11528-0120586-0.