 Please enjoy some refreshments and then find your seat
Agenda
 3:30-3:40
Find your seat, mingle, get refreshments
 3:40- 4:05
Powerpoint
 4:05-4:25
Small group discussion
 4:25-4:40
Whole Class discussion
 4:40-4:45
Closing Powerpoint
Margaret W.
Anita V.
Elizabeth S.
Brigid M.
The goal of this seminar is to understand the
role of the teacher in ever changing modern
world.
 Schools wanted role models.
 Teachers were hired based on this and not on whether they could
actually provide their students with an education that would help
them be successful.
 Teachers were “masters” more than they were facilitators.
1772—Late 18th century
"Wanted Immediately: A Sober diligent
Schoolmaster capable of teaching
READING, WRITING, ARITHMETICK, and the
Latin TONGUE... Any Person qualified as
above, and well recommended, will be put
into immediate Possession of the School,
on applying to the Minister of Charles
Parish, York County."
-- The Virginia Gazette, August 20, 1772
1820s to 1830s:
The Common School Era
"The grammar school teachers have rarely had any education
beyond what they have acquired in the very schools where they
have to teach. Their attainments, therefore, to say the least,
are usually very moderate.“
-- James Carter, Education Reformer, 1826
Common Schools
• More schools  more teachers
• Women takeover the schoolroom
• Better teachers  Normal Schools
1840s: Feminization Begins
"God seems to have made woman peculiarly suited to guide and
develop the infant mind, and it seems...very poor policy to pay a man
20 or 22 dollars a month, for teaching children the ABCs, when a
female could do the work more successfully at one third of the price.“
-- Littleton School Committee, Littleton, Massachusetts, 1849
"The school committee are sentinels stationed at the door of every
school house in the State, to see that no teacher crosses its threshold,
who is not clothed, from the crown of his head to the sole of his foot,
in garments of virtue."
-- Horace Mann
1850s to 1880s: Women's
Experience in the Classroom
60 children in the one-room schoolhouse
Curriculum was not very demanding
Women welcomed the independence teaching gave them
Went from being outsiders to having a sense of purpose and
wanting to pursue that purpose effectively
• Began to form associations, went to summer training
programs, and essentially, contributed to the transformation
of their communities.
•
•
•
•
Americanization
• As immigration increased there was a need to Americanize
foreigners.
• Schools were expected to instill American customs.
• Immigrant students looked to teachers as role models,
exemplars of gentility and success in the new land.
1890’s to 1910’s:
Women Teacher’s Rebellion
• 75 % of teachers were women
• But made up a small percentage of administrators
• Lost their independence and flexibility in how they were to
teach
1910’s to 1930’s:
Progressivism
"How can the child learn to be a free and responsible citizen when
the teacher is bound?" -- John Dewey, Philosopher of Education, 1918
1990’s to the Present
"There's really nothing more rewarding than seeing a student who has
incredible potential being reborn as a good student." -- Alex White,
Teacher, New York, 2000
Behaviorism

Ivan Pavlov is a key person in
Behaviorist thought
Watch this video for more info!

Famous for his behavior study
on dogs.


Pavlov conditioned the behavior
of salivation in his dogs by
simply ringing a bell!
All behaviors are based on
external stimuli & extrinsic
motivations
Behaviorism Cont…
L
“ earning is basically just a process of
conditioning. The learner is led through a series
of stimulus-responses situations which take him
closer & closer to his desired goal.—Learning
takes place as the bond between the stimulus &
its associated response are being formed” (Chastain)
Role of Teacher--Behaviorism
Focus
on a Teacher-centered classroom where students are
taught in a controlled, structured, fixed classroom setting

No integration of subjects & curriculum
Behaviorists
believe in having students work independently
& assessing students in traditional ways
Teacher
needs to provide the stimulus for her students &
always motivate & provide positive reinforcement
 How it came to to be?
 Dissatisfaction with traditional Western theories of knowledge.
 Today?
 Carries an enormous appeal
 Encouraged for teachers to practice by many reforms
•An epistemology-Learning or meaning-making theory and falls under three
domains: Social, Psychological, and Radical Constructivism.
Radical
Constructivism
Ernst Von
Glasersfeld
Social
Constructivism
Lev Vygotsky
Psychological
Constructivism
Piaget

Project Follow Through (1968-1995)
 The Academic Achievement Challenge:
What Really Works in the Classroom? (2000)
William J Matthews, 2003
Facilitator
Inspire
Set an example
Adapter
Technology user
“Teaching consists in assisting performance through the ZPD.
Teaching can be said to occur when assistance is offered at
points in ZPD at which performance requires assistance.”
(pg.31)
“A child’s ZPD is extended through problem solving under
adult guidance or collaboration with more capable peers”
(pg. 23)
Knowledge of…
 Subject matter
 Students and possible misconceptions
 Curricula
 General pedagogy
TPACK (Technological Pedagogical Content
Knowledge)
 Identifies knowledge needed for teaching effectively with technology
 http://www.pbs.org/onlyateacher/index.html
 http://www.csun.edu/science/ref/pedagogy/pck/
 http://www.sciencedimension.co.uk/tag/tpack/