Lisa Pickard
My Philosophy of Teaching
2011
LISA PICKARD, EDUCATOR
LISA PICKARD
Mother
Mentor
Friend
LISA
PICKARD
Educator
Family
Advocate
Student
“Light the Night Walk “
Team Alexandra
Life- Long
Commitment
to
PreCollege
College
Education
Niagara
University
Hilbert
Erie
Community
Elementary
College
Buffalo
High
School
Middle
University
of
M.S Ed.
Early
Childhood
and
Childhood
B.S.
John A.
Sciole
Lancaster
High
School
Aurora
Middle
School
A.A.S.
Criminal
Justice
Criminal
Justice
Education
B.A
Birth-6
Psychology
“Education is not preparation for life:
Education is Life Itself”
-John Dewey
(Pioneers, n.d.)
The Pragmatist in ME
The
Existentialist in
Me:
Students do have to
make personal choices
about their future.
Students do have free
will.
One should reflect and
take the time to figure
out who they are
currently and decide
who they want to
become.
“Each person has the
potential for loving,
creating, and being”
(Ornstein and Levine,
2008, p 174).
Pragmatist
Instruction stresses the process of
learning as problem-solving.
Importance of interaction between
student and the environment .
The environment is constantly
changing
Truth is mutable.
Reality and Truth is based on
Experience.
The Realist in ME
Me
Existentialist
Realist
Students construct
theories of the world
around them and use the
Scientific Method to test
those theories.
Students know because
they use their senses to
gather data, sort data,
form concepts, and test.
Curriculum is presented
systematically. Organized
into subjects.
Logic can be both
deductive and inductive.
I agree with the theory of progressivism on education, in that, students should be active and learn to solve problems, then
reflect on their findings. Society is ever-changing, Education needs to change with it. Focus on the child. Promote and build
on their interests BUT strike a balance between their interests and the new core curriculum (as in the Essentialism Theory on
Education). Children at the Elementary Education level need to be presented the essential knowledge and skills as a starting
point to their education. Everyone needs a basic foundation from which to build their interests. How can a child possibly know
what interests them if they do not know what exists? Through hard-work, discipline, and a strong knowledge base they can
begin to construct their own ideas, test them, and draw conclusions-- and then decide what interests them.
Progressivism
ME
Essentialism
Montessori:
Early Childhood Development-I believe is
best for birth to 5 years old.
Adapt child’s environment to his or her
needs.
Activities are modeled, demonstrated, and
then children are allowed to explore with
self-directed learning.
Teacher is the guide.
This assists a child’s sensory, muscular, and
intellectual development.
Emphasis on a prepared environment to
facilitate physical activity.
www.montessori.org
The Pioneers
Who
Inspire Me
Montessori
Dewey
Montessori
Dewey
Dewey:
Childhood Development through
Elementary School and on..
Children are social, active human
beings ready to explore and gain
control of their environment.
Through interaction with the world
children solve problems by using the
scientific-method.
Children learn how to think
reflectively which leads to personal
and intellectual growth.
Knowledge is continually changing.
Education and Life are interrelated,
not separate entities.
Children learn best by hands-on
learning, experiential education.
Supports multicultural education.
www.johndewey.org
Addams
Addams:
Elementary Education and
continuing.
Supports Multicultural Education.
Schools restore a sense of
community. Socialization and
education of the child. The bridge
between a child’s immediate
environment and the society as a
whole.
Encourages strong family support.
Children explore environment
www.hullhouse.org
I agree with Dewey that there needs to be a balance between subject matter and students
interests and needs. At the Elementary level, students need more guidance and instruction
than they do at the Intermediate levels. I believe that there should be structure to the
instruction and curriculum but I also believe that you must allow students the freedom to
explore within each lesson.
Student
Centered
Teacher
Centered
Lesson plans are
constructed using a
Backwards Design
Planning Model. Lesson
plans include: a specific
objective, NYS Core
Standards, preparation
and prior knowledge
pre-requisites, a clear
set of steps outlining
what is to be taught
beginning with an
anticipatory set (to
motivate and engage),
accommodations for all
students with
exceptionalities ,
remedial and
enrichment plans,
closure, and proper
assessments.
Using multiple
teaching models,
strategies, and a
constructivist
approach to education
students will explore,
interact socially,
discover and
construct knowledge
based on experiences
and prior knowledge.
Utilize a balance of
Direct Instruction,
Presentation and
Explaining, Concept
Teaching, Cooperative
Learning, ProblemBased Learning, and
Classroom Discussion.
Various grouping
methods for
instruction and task
completion will
include: Whole Group,
Small Group, Partner,
and Individual groups
Assessment
Instruction
Planning
Purposefully planned
lessons and activities
with clearly described
goals and objectives to
motivate and engage
students. Ensuring that
all unit and lesson plans
are constructed to meet
the NYS Common Core
Standards and Policies
set forth by the school
district.
Assessment should be simple to implement
and deep for sustainability and should involve
teachers, students, parents, and
administrators.
Eight Big Ideas of Assessment
(1) Assessment serves different purposes:
diagnostic, formative, and summative
(2) Assessment must be planned and purposeful
both informal and formal
(3) Assessment must consist of a range of types
including oral, performance and written tasks
(4) Assessment and Instruction must exist
together, as assessment informs learning
(5) Students learn best when assessment results
are given in words, so they know what they did
well, what they have done poorly, and what they
must do to improve
(6) Assessment is a collaborative process
(7) Performance Standards are essential for
effective assessment
(8) Professional Judgment is needed when
reporting and grading student achievement
Collect sufficient sample of work and data
through use of Portfolios, exams, standard tests,
oral and other written communications
Cooper,D.(2006). Talk About Assessment,
Thomson and Nelson, Toronto, CA, p 4-5.
Utilize the
Principle of
Least
Intervention.
Mutual respect.
Positive
Reinforcement.
Establish Clear Classroom
Rules, Procedures, and
Expectations that govern
movement, talking, time
management, and behaviors
appropriate throughout daily
activities. Take the necessary
time to explicitly teach and
ensure each student is clear
on these policies.
Set up an effective
learning environment
that encourages inquiry,
exploration, discovery,
and cooperative learning.
Engage learners.
Successful
management
sets students up
for success in
future grades.
Purposefully
Plan
Enforcement of rules
and procedures must be
swift, fair, and
consistent. It must take
into account a students
age, cognitive, and
socio-emotional
development.
Students are INTRINSICALLY motivated to learn.
CLASSROOM
MOTIVATION
Use extrinsically motivators less and less as intrinsic motivators
take hold.
Building a community of life-long learners.
Success breeds further learning. Excitement grows as students
want to be their personal best.
SUCCESS
Students begin to learn when their basic needs are met.
Encourage students to express themselves.
Students feel valued. Once students are comfortable they begin to
learn, understand, and grow as individuals..
Use praise and encouragement for positive behaviors.
The environment is fun and exciting.
Utilize and Understand Abraham Maslow’s Hierarchy of Needs . Take the
time to KNOW your students- personal life, academic strengths and
weaknesses, likes/dislikes, learning styles. KNOW your students familybackground, culture, beliefs , parental support and involvement.
Be genuine. Show respect, love, convey belonging, interest in personal
and academic life and growth.
Provide safe, secure environment conducive to learning
Slavin, R. E. (2009). Educational Psychology: Theory and Practice with MyEducationLab (9th Edition)
(MyEducationLab Series) (9 ed.). Columbus, OH: Pearson.
Opposing Multicultural Education IS NOT AN OPTION
Teachers help students
to grow to become
independent selfregulated life-long
learners
Impart knowledge
and empower
students to construct
new knowledge
Prepare students for
a successful future,
contributing to a
global society
Build self-esteem and
confidence
Promote teamwork,
friendships, peer
culture
Provide the safe,
nurturing place for
students to learn and
grow
What do I want my Class to Look Like?
My Class
Not my Class
students.umf.maine.edu
http://www.jigsawcreche.ie/
images/Original%20Files/m
ontessori-room.jpg
http://www.franklin.ma.us/auto/upload
/schools/oak/704-classroom-010.jpg
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Elementary Educator
Continuing Education in Literacy and
School Administration
On-Going Professional Development
to develop computer skills to
integrate the latest technology into
the classroom
References
Ornstein, A. & Levine, D. (2008). Foundations of Education. Boston: Houghton Mifflin.
Pioneers In Our Field: John Dewey - Father of Pragmatism | Scholastic.com. (n.d.). Teaching Resources,
Children's Book Recommendations, and Student Activities | Scholastic.com. Retrieved
November 23, 2009, from http://content.scholastic.com/browse/article.jsp?id=3424