你的教学理念是什么？

罗宾·麦基洛普博士的教学哲学。哲学是几件事，包括对基本信念的分析和批判，因为它们是概念化和公式化的；所有学习的综合；基本或激励原则的体系，行动或信仰的基础；总的来看,。自从十年前在西俄勒冈州大学的教学计划中写了一篇教学哲学论文以来，我并没有对教学哲学进行过太多思考。我记得，考虑到我当时在教育学生方面的知识、技能和能力，我有点担心我提出强烈哲学的能力。然而，在南塞勒姆高中和罗伯茨高中任教六年，在罗伯茨高中协调教学、纪律、注册等两年，一年成为天才专家，七年在线教学之后，我很高兴地看到我十年前提出的理念仍然存在。1999年4月15日我对教育、我作为一名教育者的角色和我的责任持有并仍然持有某些信念。例如，我相信所有的学生都应该能够阅读，我的意思是阅读，在一定程度上学生能够理解单词所说的内容，并且能够评估和分析他们所读的内容。我还认为，所有人，无论其种族、国籍、族裔、性别、取向、背景或社会经济地位如何，都有受教育的机会。标签与实现扎实、全面和深入的教育无关。所有学生都应该学习两种语言。不以英语为第一语言的学生必须能够说、读、写和理解英语。首先说英语的学生必须学会说、读、写和理解第二语言。我相信这应该成为全国公立学校课程的一部分。作为一名教师，我必须要求学生负起个人责任，追求卓越。优秀可以分解为学生能够写出的最好的作品。卓越是个人的。虽然我有责任确保学生掌握标准化考试，但我也希望他们向我展示他们能做什么（当学生有机会“展示他们的东西”时，这通常是很好的）。作为一名教师，我有责任提供一个有利于学习的环境。我需要能够帮助学生建立他们的自尊（摧毁自尊是多么容易）。我将努力培养学生的目标感，给他们机会对自己的未来持乐观态度。作为一名教师，我会努力学习，以便我的课程能让学生们进行批判性思考。我会告诉他们质疑一切，但要能够支持他们的信念。到目前为止，我的经验告诉我，一般来说，孩子们都会按照对他们的期望起起落落。我的信仰可能是理想主义的，但一切都应该是现实。我打算让他们在我的教室里这样做。我认同Alfie Kohn关于学生在课堂上参与解决问题的想法。我不清楚我与这件事的关系是来自我的商业背景还是我自己的性格。我相信这是两者的结合。作为一名商务教师，我的目的是让学生们了解商务是如何影响他们生活的几乎每个方面的。我认为我所教的课程将使学生们掌握一些概念，这些概念将证明是终身的，并且会提高学习效率。阿尔菲·科恩说，教师需要发展关爱和支持的教室。弗里茨·雷德尔提醒老师们在制定标准和决定后果时要让学生有发言权，并时刻牢记学生的情绪健康。他还说要客观，保持幽默，记住我们每个人都是人。我将Kohn和Redl对教室和商业环境的看法进行了比较。优秀的管理者尊重员工，明白犯错是难免的，不要表现得像暴虐的小丑。一次又一次的事实证明，一个大吵大闹、大喊大叫和/或让员工难堪的经理并不能留住很多员工，也不受欢迎。处于经理“发狂”的工作环境中的员工的生产力水平要低得多，通常忙于寻找另一份工作而无法及时完成工作。这些员工当然不会承担额外的项目。对我来说，尊重学生，让他们对自己的行为负责，并在制定课堂指导方针时利用他们的意见是有意义的。我的支持和冷静反应对于纠正课堂上的不良行为是必要的。如果我采取积极、有力或惩罚性的行动，它不会教给学生任何有价值的东西。我想让学生为教育之外的“现实世界”做好准备。作为一名教师和学生，我把他们当作年轻人对待，并向他们展示我对他们的期望，这对我和他们都是有利的f them. There are many benefits of group interaction as well, including the development of social skills, learning to lead, decision making (which is a process), building trust, use of communication skills and learning to manage conflict. These are integral parts of being an employee in most organizations. If an interviewee can show that s/he has these skills, that person has a distinct advantage over others in landing the job. I believe I would be doing a disservice to students not to provide them with the opportunity to be a part of constructing the classroom expectations, especially in my endorsement area. My needs as a teacher will be an administration who embraces the importance of business education. I want to be able to take students out of the classroom and into real settings, whether it be to a car lot to negotiate the best deal, to a grocery store to examine the many facets of a high volume, customer-centered business, or to the American Cancer Society to better understand the problems and successes a not-for-profit business contends with. I also want the freedom to teach my class in a style best suited to me. I know what the standards of learning are. I want free rein to show my students how to achieve those standards. I also need materials. My business classes will focus on many things, and student creativity is one. I want to be able to provide paper, pens, folders, scissors, staplers, computers, disks, paper punchers, copiers, fax machines, etc. Any item a person would deal with in a business setting needs to be available for students learning about the business setting. Students need to be able to build presentations, whether they are on PowerPoint, a flip chart, or on individual pieces of paper. Another need of mine is not having to enforce what I consider silly rules for the school I am working in. Gum chewing, drinking in class (except near the computer stations), and even eating are not issues I have. I chew gum myself, and I don’t want to have to enforce such a rule when I can’t follow it. I would like to be able to set up my room with a “lounge” area - a couch, pillows, large area rug, and comfortable chairs. I want to use this area for films, for discussion, and as a place for students to go when they need to “veg out” for a bit. Lastly, I need updated technology in my classroom. Students must be learning software that is currently in use in the business world. Teaching them software that is obsolete is ridiculous. In preventing problems in the classroom, I believe I must set the example through my behavior. Once the class and I have established guidelines, it is up to me to exemplify those guidelines. Thomas McDaniel said “values are caught, not taught.” It is my responsibility to be courteous, prompt, enthusiastic, in control, patient, and somewhat organized. I need to display these behaviors no matter who I am dealing with. One never knows who is watching. If I were to “freak out” at another teacher, who is to say that one of my students isn’t within eye- or ear-shot? I will have the guidelines posted where all students can see them. I will be open to revisiting guidelines if the class decides it is necessary. I will promote the idea that behavior is a choice, and if a student chooses to behave a certain way, that student is choosing to take the consequence. My students will know what behaviors are appropriate, what will be expected of them, and what consequences will be meted out for infractions. Punitive punishment will not have a place in my classroom. Students will only serve the consequence related to the poor behavior. But by giving approving feedback and reinforcement, I plan to encourage positive behavior. In being supportive of students’ learning, I will try to make my lessons interesting and have bearing on what students know about their lives. This will require me to get to know my students, their likes and dislikes. I believe students should be respected for who they are and not belittled. I don’t believe anyone should be forced to conform to a system arbitrarily or unnecessarily. It is okay not to fit inside a box. Students should be welcomed into learning, rather than cut down for what they don’t know. If learning is presented as a grand opportunity, most students will embrace it. That is my job, and if I do it right, discipline problems will not be at the forefront of my classroom. My corrective stance on classroom discipline is to first establish clear routines and procedures. Open communication will need to be maintained. My personal view is that rules are made to be broken, so I will only have a few, put together by the class. They will be general, so as to act as a safety net for behaviors not thought of. But I won’t allow stupid rules like gum chewing, that I am not in a position to enforce (unless I am forced by the school not to chew gum - then I will have to revisit my reaction to this rule). I will model the behavior I expect (see why gum chewing is a stupid rule from my perspective?), and I won’t yell. I’m not a yeller by habit, anyway, but more of a look-giver. I plan to maintain composure no matter what happens. This is important from a discipline point of view, and from an emergency point of view. I will model honesty (which I am, though possibly too direct at times), integrity (which I have a lot of, because it is an important value to me), and an enthusiasm for learning, which I hope rubs off on my students. Corrective behavior comes down to avoiding the adage “do as I say, not as I do.” As a former (current) student, I can say that students won’t go for this line. I plan to maintain a consistent environment for learning that is calm, fun, creative, and participatory. I plan to exude “with-it-ness” by knowing what’s going on, who’s doing what, and making sure that things are dealt with in a timely manner. It is important to me that I create a positive learning environment, encouraging students, helping them see their responsibility to themselves and classmates, and being clear in expectations. I took a test on classroom management styles. The four styles were authoritarian, on which I scored four points; authoritative, on which I scored 12 points; laissez-faire, on which I scored six points; and indifferent, on which I scored four points. I was satisfied with my results because the authoritative teacher places limits and controls on the students, but simultaneously encourages independence. This teacher often explains the reasons behind the rules and decisions, and is polite but firm in the face of a disruptive student. This style is open to considerable verbal interaction, including critical debates. One of my focuses is to have students think critically. An authoritative environment offers students the opportunity to learn and practice communication skills. I believe this is an integral part of education, especially in business. In summary, my plan for classroom management is to ultimately work with students to create the best environment for that class. My personal style of relating to people works well with my plan. I expect responsibility for actions to be taken by each person, and I expect respect for each and every person in the class. I will model these behaviors and will expect no less from my students. I want my classes to be a stepping stone for students into the world outside of parents and school. There is a great and huge world out there. My students will be prepared for it. Students should be respected for who they are, not belittled; and not made to conform to a system arbitrarily or unnecessarily. Also, students should be welcomed into learning, rather than cut down for what they don’t know. If learning is presented as a grand opportunity, most students will embrace it. Question everything, don’t take anything at face value without doing research, and children are not born to discriminate; it is a learned phenomenon based upon a lack of personal experience, fear of the unknown and a society that loves to categorize and count everything These theories conform to my beliefs that being able to read, think critically and speak well both publicly and privately are of the utmost importance. Presentation of self and ideas will take a person wherever they wish to go.

在与学生的第一次会面中，你通常会做什么?

去了解他们——他们喜欢什么，不喜欢什么，他们对学校的感觉，他们会改变什么，他们喜欢怎样学习。