Beruflich Dokumente
Kultur Dokumente
Harrington 1
Harrington 2
I believe that students learn best when they are internally motivated.
External
motivations,
such
as
grades,
may
force
students
to
do
the
work
they
are
assigned,
but
students
can
only
truly
learn
when
the
want
to
learn.
It
is
one
of
the
primary
jobs
of
the
teacher
to
find
ways
to
instill
this
intrinsic
motivation
in
students.
Students
need
to
see
the
value
of
education
as
a
transformative
tool,
both
Harrington 3
for
themselves
and
for
their
larger
community.
It
is
one
of
the
primary
roles
of
the
teacher
to
instill
this
belief
in
students.
I believe that student learning should not occur in a vacuum. Too often in
education,
students
are
simply
taught
content
for
contents
sake.
It
is
easy,
especially
in
math,
to
fail
to
make
the
connection
between
the
content
and
its
meaning
in
the
real
world.
I
believe
that
one
of
the
primary
tools
for
nurturing
successful
student
learning
is
to
ground
the
content
in
meaningful
context.
Math
in
particular
is
the
process
of
problem
solving.
Whether
specific
math
skills
are
used
for
real
world
problems
is
not
the
main
concern,
rather
that
mathematical
thinking
and
problem
solving
skills
can
be
used
in
every
real
world
context
is
what
I
strive
to
teach
my
students.
By
placing
math
in
context,
I
believe
it
builds
a
better
connection
with
students
and
leads
to
better
learning.
Instruction
Should
Be
an
Individualized,
Guided
Experience
individuals.
To
this
end,
I
think
that
each
students
education
should
be
as
unique
as
possible.
I
believe
that
students
should
be
able
to
pace
and
direct
their
own
education.
I
see
the
role
of
the
teacher
as
that
of
a
guide
in
the
classroom.
These
three
core
concepts
make
up
my
views
on
instruction.
I
believe
that
learning
should
be
as
individualized
as
possible.
The
teacher
should
work
with
their
students
to
tailor
instruction
the
students
individual
needs.
What
this
means
can
be
different
for
each
student.
Students
can
require
different
instructional
methods,
amounts
of
time
or
even
different
evaluation
methods.
Of
course,
it
can
be
next
to
impossible
to
implement
unique
instructional
methods
for
each
individual
student
in
a
class,
but
the
teacher
must
strive
as
much
as
possible
to
work
in
different
methods
to
each
lesson.
This
can
mean
integrating
different
explanations,
multiple
representations
and,
in
math
at
least,
different
methods
for
solving
problems.
By
incorporating
these
different
techniques,
the
teacher
can
hope
to
reach
the
maximum
number
of
students
in
their
class.
Harrington 4
content
at
their
own
speed,
not
moving
on
to
the
next
objective
until
they
have
shown
mastery
of
the
previous
objective.
In
a
modern
classroom,
this
style
of
instruction
is
difficult
to
implement
alongside
state
pacing
and
standardized
testing.
However,
it
is
still
possible
to
find
ways
of
implementing
self-paced
learning,
and
striving
to
do
that
is
something
that
should
be
encouraged.
I believe that the teachers role in the classroom should be primarily that of a
I believe that inquiry into practices is a key part of the reflection and
Harrington 5
I believe that data and data collection play a major role in critical reflection.
Harrington 6
students
had
passed.
On
this
years
test
80%
of
the
students
passed,
a
significant
growth.
By
collecting
data
and
continually
analyzing
it,
I
was
able
to
see
the
positive
effect
of
implementing
a
new
technique
and
therefore
will
continue
to
use
it
in
class.
Critical
Reflection
Provides
a
Structured
Route
for
Assessment
and
Improvement
Harrington 7
Harrington 8
References
Brookfield,
S.
(1995).
What
it
means
to
be
a
critically
reflective
teacher.
Becoming
a
critically
reflective
teacher
(pp.
1
27).
San
Francisco,
CA:
Jossey-Bass.
Brookfield,
S.
(1995).
Becoming
critically
reflective:
A
process
of
learning
and
change.
Becoming
a
critically
reflective
teacher
(pp.
28-48).
San
Francisco,
CA:
Jossey-Bass.
Brookfield,
S.
(1995).
Learning
to
know
ourselves:
The
value
of
autobiography.
Becoming
a
critically
reflective
teacher
(pp.
49-70).
San
Francisco,
CA:
Jossey-
Bass.
Dewey,
J.
(1944).
Experience
in
thinking.
Democracy
in
education
(pp.
139-151).
New
York,
NY:
The
Free
Press.
Farrell,
T.
S.
C.
(2012).
Reflecting
on
reflective
practice:
(Re)visiting
Dewey
and
Schn.
TESOL
Journal,
3(1),
7-16.
Rodgers,
C.
(2002).
Defining
reflection:
Another
look
at
John
Dewey
and
reflective
thinking.
Teachers
College
Record,
104(4),
842-866.