- Phuong's Reflections
- Teachers as Changing Agents
- Moral Education
- Sand, Brink and Seeds
- Education for Citizenship
- The principles and practice of teaching and class management
- Second Thoughts about Democratic Classrooms
- The Other Side of Inclusion
- Learning or Unlearning Racism
- The Victimization of LGB Youth
- Multicultural
- Education Toward a Culture of Peace
- Becoming a Professional
- Teachers as Changing Agents
- LL's Reflections
- Why Teachers Must Become Change Agents
- Moral Education and the Need for Teacher Preparation
- Sands, bricks, and seeds: School change strategies and readiness for reform
- Educating for Citizenship in Canada
- Class Management from the Side of Teaching
- Democratic Classrooms: Promises and Challenges of Student Voice and Choice
- Learning in an Inclusive Community
- Breaking the Cycle of Racism in the Classroom
- Victimization of LGB
- Equity
- Psychological Needs
- Becoming a Professional
- Why Teachers Must Become Change Agents
- Mike's Thoughts
- Jeremys stuff
Changing Teaching Philosophies
The article is an overview of how schools perform at teaching students. This would seem to be a very obvious topic to be evaluated; however, what this article also addresses is the readiness for teachers to accept change. The teaching philosophy for many of the older teacher is a custodial view. One that is strongly rooted in memorization and test, making sure that kids sit and listen, absorb information like a sponge and repeat it on command. This view or teaching philosophy is a quickly fading. Presently, learning is about the kids, about creating an atmosphere where the students feel engaged and involved in the learning process from the time they
step onto the school, to the time they leave. Regardless of socioeconomically status of schools, reform is not subject to the rich and privileged, each student deserves to right to learn. The materials and advantages for some kids, does not mean that they are the only ones that see a change in learning. It is not however, only about the materials but rather a change in the teachers. Teachers need to be the model for students to follow. Reforms are a necessary part of life and so it is a necessary part of school. Stagnation in schools, like everything, is only going to go so far before everything around begins moving forward. Today’s students are beginning to ask the important questions, why? And it is the job of the teacher not to tell and explain but rather to only help point the students in the right direction to discover the answer on their own.
Michael Bak
step onto the school, to the time they leave. Regardless of socioeconomically status of schools, reform is not subject to the rich and privileged, each student deserves to right to learn. The materials and advantages for some kids, does not mean that they are the only ones that see a change in learning. It is not however, only about the materials but rather a change in the teachers. Teachers need to be the model for students to follow. Reforms are a necessary part of life and so it is a necessary part of school. Stagnation in schools, like everything, is only going to go so far before everything around begins moving forward. Today’s students are beginning to ask the important questions, why? And it is the job of the teacher not to tell and explain but rather to only help point the students in the right direction to discover the answer on their own.
Michael Bak