The Challenge :: Progressivism Education Teaching Essays

The Challenge Good teaching is one-fourth preparation and three-fourths theatre. (Gail Godwin) This statement can be proven time and time once again in the classroom. Students can only see to it so much sit in their seats. Making the lesson into an adventure, letting students discover things on their own, hands-on, lets students feel that they shake off a part in what they get to learn and can clench concepts better. Having this perception is almost essential in todays classroom. Students ar made to be in school for almost eight hours a day. To make the classroom fun lets students get the extra boost of dynamism they need. Running a classroom like this way a keen example of how a Progressivist would do so. I want my classroom to be full of progressivism. Children should be given the chance to explore, develop opinions, and begin extraordinarily unique personalities without one test determining the students knowledge. My ism is that education should be offered to students in the way that they learn best, whether it be through with(predicate) bookwork, group work, or presentations that not only will help them learn now, but also with everything they do. Education is a right and a give way that should be handled with care. Being a teacher is one of my main goals because if you cannot submit fun within the learning offshoot, and create an appetite for further knowledge, so students will never retain what they learn, nor want to. I want to crap brightly painted walls that will create open-mindedness with educational murals, relating to the content playing area of the grade level I teach, to decorate the room. I want to have students arranged in groups to help each other learn. Students will be able to take part in the rule making process and the technique of learning in my classroom. If a student cannot learn to a lower place certain conditions, they should not be made to do so. The role of the teacher isnt to sta nd in front of the room and dictate material. I feel that I should influence the growth of my students by controlling the surroundings in which the growth takes place, rather than pounding bits of information into their heads (Sadker and Sadker pp96-97).