New Teacher Orientation Presentation
EDU 6120: Issues and Ideas in
American Education
Team 9: The Life-Long Learners
Leslie Van Leishout, Kelly Falen, and Kelsey Jensen
Complete Dedication
• Passionate about their work.
• Flexible, reflective, caring, and completely dedicated to
student learning.
• Enthusiastic, knowledgeable and supportive of all
students.
• Feels unconditional, compassionate love for students.
• Ability to multi-task, organize and invent.
• Patient, humorous and willing to listen.
• “Great teaching... place[s] the learner’s
needs and interest first” (Canestrari,
2010, p.113).
Why Teach? What are the qualities of a
good teacher?
High Expectations
• Professional, respectful educators empower and
motivate students.
• Views students' best qualities, assumes positive and
optimistic intentions.
• Holds high expectations of success for every student.
• Understands that mistakes can be turned into
constructive learning.
• Builds relationships, valuing students as
unique, important individuals.
• Successful adults are shaped by
meaningful educational experiences.
Why Teach? What are the qualities of a
good teacher?
Reflective Thinking
• Reflective practices must be employed for good
teaching to occur.
• “Unless it is accompanied by reflective thinking, little
meaningful learning will result” (Ellis, 2001, p.4).
• Students benefit from effective modeling of reflective
practice.
• “There is always room for…and need for improvement”
(Ellis, 2001, p.8).
• Always something new to learn for both teacher and
student.
• Teachers are “simultaneously teachers and students”
(Canestrari, 2010, p.92).
Why Teach? What are the qualities of a
good teacher?
Student Centered Collaboration
• Goals and guidelines are created collaboratively.
• A community where ownership and commitment are
present.
• Students have a voice, their choices drive their learning.
• Everyone takes pride in agreed upon classroom
responsibilities.
• Mutual respect between teacher and students.
• Students have significant freedom to choose how/what
they learn.
• Student-centered environment designed for meaningful
learning.
• Less “teacher space” and more “student space”.
What do students really need? What does a
good classroom look and feel like?
Engaged Students
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•
•
•
•
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Understands that students have different needs.
Discovers and meets those needs for all students to be successful.
Engaged, interested students take pride in their learning.
“To encourage thinking we must create a joy, an excitement, and a
love for learning.” (DiCarlo, 2009, p. 257).
Positive, caring learning environment equals high levels of
engagement.
Through rigor, relevance and relationship, students are truly
inspired.
All students are treated equally, regardless of ability.
Effective classroom management creates successful classrooms.
What do students really need? What does a
good classroom look and feel like?
Safety and Meeting Needs
• Maslow’s Hierarchy of Needs are met prior to
achievement (Norwood in Huitt, 2001).
• When needs are met, students cultivate a longing for
knowledge.
• A good classroom is safe, bright, and colorful.
• Student work is prominently displayed and community
is fostered.
• Classroom is infused with feelings of
confidence, comfort, and trust.
• Attitudes of appreciation, tolerance,
and understanding are vital.
What do students really need? What does a
good classroom look and feel like?
Student Interest Drives Learning
• Student-centered classrooms where everyone feels
successful and respected.
• Teachers extend the sense of ownership beyond
student learning.
• "Develop[ing] a participatory environment of decisionmaking" (Ellis, 2001, p. 44) is crucial.
• Students have control and are empowered in their
learning.
• Students feel safe and supported in their learning.
• Student interests and experiences guide their
education.
What is truly meaningful in student
learning? How does a classroom become a
place of reflective practice?
Life Skills
• Students are taught to be successful lifelong
learners.
• Students learn critical thinking and selfreflection.
• Students learn skills that foster respect,
collaboration and self-awareness.
• Learning itself is not limited to
academic content.
• Personal growth, critical
thinking, self assessment.
What is truly meaningful in student
learning? How does a classroom become a
place of reflective practice?
Achieving Goals through Reflection
• Through reflection, students set and achieve goals.
• Goals empower the students and develop selfefficacy.
• Reflection offers an inside look at student learning.
• Reflection provides opportunities to
differentiate instruction effectively.
• Students are engaged, encouraged
and experience success through
achievement.
• Through reflection students
cultivate self respect.
What is truly meaningful in student
learning? How does a classroom become a
place of reflective practice?
References
• Canestrari, A. S. (2010). Educational foundations: An anthology of
critical readings. Thousand Oaks, CA: SAGE Publishing, Inc.
• DiCarlo, S. E. (2009). Too much content, not enough thinking, and
too little fun! Advances in Physiology Education, p. 257-264.
• Ellis, A. K. (2001). Teaching, learning, & assessment together: The
reflective classroom. Larchmont, NY: Eye On Education.
• Ellis, A.K. (2001) The emergence of western educational thought,
Audio podcast, retrieved June 6, 2010.
• Gallwey, T. W. (1974). The inner game of tennis. New York: Bantom
Books.
• Giovanni, N. (2009). Famous quotes. Retrieved April 25, 2010, from
http://famousquotes.psyphil.com/
• Huitt, W. (2001). Motivation to learn: An overview. Educational
Psychology Interactive. Valdosta, GA: Valdosta State
University. Retrieved April 29, 2010, from
http://www.edpsycinteractive.org/col/motivation/motivate.html