Before: I recognise that I need to continually educate myself and be willing to move with the advances in technology or I’ll be left behind. I think it’s amazing and slightly scary at the same time just how much has changed in my lifetime. As a professional teacher I’ll need to be constantly learning and adapting.
After: A professional teacher (Berliner, as cited in Eggen & Kauchak, 2010, p.4) will practice and understand the academic disciplines associated with educational psychology, which centralisers on human teaching and learning. As stated in Eggen & Kauchak (2010) the characteristics of what a professional teacher will possess are as follows; a commitment to students that follows a code of ethics; being able to self-critic and reflect on effectiveness of one’s teaching; the ability to make decisions in situations that are intricate and ill-defined and having an agglomeration of specialized knowledge. The education reform movement and research by Darling-Hammond & Baratz-Snowdon, as cited in Eggen & Kauchak (2010, p.8) has found, that enrichment of teacher knowledge and teacher quality with emphasis on ‘accountability’, has proved to have a strong effect on the learners’ achievements. The same research found that students taught by unprofessional teachers were not reaching their full potential and that it is impossible to teach what we don’t comprehend ourselves.
Before: I am from a split home, with seven brothers, no sisters and my father had custody of us. My environment was male dominated and I believe because of this my sporting abilities and competiveness were heightened. I acknowledge that I progressed quicker in some areas of development and slower in others due to my upbringing.
After: The theory behind using a child’s ‘zone of proximal development’ to scaffold learning (Vygotsky, as stated in Eggen & Kauchak, 2010, p.47.) is that, by recognising the gap between the ‘actual level of development’ (things the learner has already mastered) and their ‘potential development’ (what the learner can achieve when provided with educational development), development can be achieved through social interaction. Social interaction is used as a basis for cognitive growth. Individual’s already acquired knowledge is partnered with more knowledgeable people in a social setting where an instructional strategy called ‘scaffolding’ (Eggen & Kauchak, 2010, p. 47.) is provided. Students are able to build on their understanding of a concept by having this educational support. By asking questions, adapting materials, thinking out loud and using prompts and cues, a learner can build on their understanding of a concept. A child needs to be in the correct zone or any scaffolding or assistant will be irrelevant .
Before: Music is such trigger for memories that I have. Quiet often I will hear a song that reminds me of a certain time in my life or a person. My children often show me the latest dance moves and I eagerly try to emulate them much to their amusement.
After: Firstly, for a teaching theory to work in a positive way it must promote learning, understand different stages in development and recognise environmental and social situations as extremely important factors that influence learning. By understanding ‘classical conditioning’’ (Pavlov, as cited in Eggen & Kauchak, 2010, p.164) a teacher can create a positive, welcoming learning environment where a student can feel safe and respected. Their emotional and physiological response will be more positive. Through understanding ‘operant conditioning’ (Skinner, as cited in Eggen & Kauchak, 2010, p.167), one can learn to observe responses that change in frequency or duration as a result of a consequence and apply them to influence behaviours in the classrooms. For example, by praising a student after they contribute positively in a class discussion might encourage them to stay involved. By ignoring a student who...