Olivia Laux EDC 240/ Seals Philosophy Paper February 4th, 2014 Olivia Laux's ea!hi"# Philosophy ea!

hi"# is a #i$t that %e #ive to our stu&e"ts to&ay, to'orro%, a"& i"to the $uture( ) believe that tea!her are !reati"# to'orro%s &o!tors, s!ie"tists, la%yers, a"& pare"ts( *s a tea!her ) ta+e this ,ob very seriously a"& hol& it to the hi#hest sta"&ar&( ea!hers are ar#uably the bi##est i"$lue"!e i"

our stu&e"ts lives, "ot ,ust a!a&e'i!ally, but also e'otio"ally a"& so!ially( Due to that $a!t ) believe that %e "ee& to be very a%are o$ our stu&e"ts a"& ta+e ti'e to #et to +"o% these !hil&re" perso"ally a"& have a relatio"ship %ith the'( Li+e ) sai& be$ore, %e are !reati"# to'orro%s a&ults to&ay( ea!hers have a #i#a"ti! role i" the lives o$ their stu&e"ts, as a" E"#lish tea!her, ) $eel that ) have a" eve" bi##er role( -riti"# a"& rea&i"# are a" outlet $or 'a"y a"& a sour!e o$ i"$or'atio" $or al'ost all people( )t sho%s %hat people are i"tereste& i" a"& the" allo%s the' to also to #et there o%" opi"io"s, i&eas, a"& $eeli"#s out as %ell( )t allo%s the !hil&re" to have a" outlet a"& use !reativity that 'a"y other sub,e!ts &o "ot allo% or !a""ot allo%( *lso, %ithout the ability to rea& a"& %rite !orre!tly the stu&e"ts la!+ a very i'porta"t s+ills that !a" $urther their &evelpo'e"t a"& their a&va"!e'e"t as hu'a" bei"#s( he best %ay to #et these i&eas a!roos to stu&e"ts is a si'ple a"s%er, there is"'t a best %ay( ) 'ea" that i" the %ay o$, there are 'ultiple 'etho&s o$ tea!hi"# a"& ) pla" to utili.e 'ost i$ "ot all o$ the'( ) $irst %a"t to ta+e i"to a!!ou"t %hat the !lasses are li+e a"& %hat the stu&e"ts are spe!i$i!ally i"tereste& i" as $ar as !o"te"t /that ) !a" !o"trol0, 'etho&s o$ lear"i"#, et!( ) li+e the i&ea o$ havi"# &i$$ere"t pro,e!t optio"s $or the sa'e assi#"'e"t a"& ) %oul& really li+e to #ive the stu&e"ts a !hoi!e i" &oi"# that( *lso, ope" e"&e& pro,e!ts are o$ #reat i'porta"!e to 'e, be!ause the stu&e"t !a" !reate %hat they %a"t a"& i"terpret the i"$or'atio" as see" $it to the'( ) truly believe thou#h, that stu&e"ts have it 'u!h har&er a"& at the sa'e ti'e 'u!h easier tha" 'y pare"ts or 'ysel$ ever &i&( Sou"&s stupi&, but ) 'ea" it( e!h"olo#i!ally thi"#s have be!o'e

'u!h easier $or stu&e"ts a"& pro,e!ts i" the li+e have also be!o'e less ha"&s o" a"& 'ore te!h"olo#i!al( 1et, %ith all this te!h"olo#y %e !reate a &o%" $all o" the i&ea o$ hol&i"# a boo+ i" your ha"& or !reati"# a pro,e!t $ro' a poster boar& a"& so'e sharpies( E'otio"ally a"& so!ially as %ell thi"#s have be!o'e 'ore &i$$i!ult( So!ial "et%or+s as #reat as they are, are a "e!essary evil these &ays( )t is a #reat %ay to !o""e!t %ith $a'ily or $rie"&s $ar a%ay, but li'its the $a!e to $a!e i"tera!tio" people have, !reati"# very li'ite& so!ial s+ill buil&i"#( 2oi"# i"to the i&ea o$ %hat is i'porta"t to +"o% a"& lear", ) thi"+ it is a loa&e& state'e"t( Everythi"# is %orth lear"i"#, it is ,ust a 'atter o$ a hierar!hy o$ i'porta"!e( )" a" E"#lish !lassroo' ) %oul& li+e to be able to everythi"# $ro' 3ritish literature to the *'eri!a" !lassi!s, but it all &epe"&s o" #ra&e level a"& !urri!ul'( -riti"# thou#h is a &i$$ere"t story( he 'e!ha"i!s are the basi!s a"& $ro'

there you lear" stru!turi"# a"& 'etho&s, but 'y $avorite part is the pra!ti!i"#( Stu&e"ts "ee& to be able to pra!ti!e o" their o%", %ith their o%" topi!s a"& i&eas( hat to 'e is the 'ost i'porta"t +"o%le&#e( he

o a!hieve this, you "ee& to !reate a !lassroo' that i"vites a"& %el!o'es the stu&e"ts i"(

stu&e"ts "ee& to $eel 4at ho'e5 to be able to pro&u!e their best %or+ a"& to lear" the 'ost 'aterial( )" 'y !lassroo' ) %a"t to have a $u", bri#ht, a"& !olor$ul at'osphere, so that o" eve" those rai"y or s"o%y &ays it $eels li+e its su""y a"& %ar'( ) &o"t't %a"t the stu&e"ts to $eel that they are i" a pre6 s!hool roo', but ) %a"t the' to $eel that it is less bori"# a"& 'ore $u"( ) also %a"t to allo% the stu&e"ts to !o"tribute to the &e!oratio" o$ the roo', by posti"# so'e o$ their %riti"# %or+s arou"& the roo' o" either posters or bulleti" boar&s( o$ %or+s a"& allo%s $or a $lo% to $or'( 3eyo"& the loo+ o$ the !lassroo' a"& the set up ) %a"t the stu&e"ts to see 'e as a" authority $i#ure, but also as so'e%hat o$ a $rie"&( ) %a"t to have relatio"ships %ith 'y stu&e"ts that #o beyo"& the #ra&e boo+( ) %a"t the' to +"o% a"& u"&ersta"& that ) a' a trust%orthy a&ult that they !a" tal+ to a"& shoul& "ot be a$rai& o$( ) also &o "ot %a"t to be the tea!her that everyo"e hates be!ause ) al%ays assi#" ho'e%or+, ho'e%or+ is "e!essary but shoul& "ot be a" e'e"se bur&e" to the stu&e"t( Stu&e"ts he stu&e"ts %ill also sit i" a $ashio" that allo%s &is!ussio"

are 'ore li+ely to liste" to so'eo"e they see as a $rie"& tha" a" e"e'y( he purpose o$ s!hool is "ot to pro&u!e the little robots, that all +"o% the sa'e thi"# a"& !a" ,ust re#ur#itate %hat %e tau#ht the'( Stu&e"ts "ee& to %al+ a%ay %ith 'ore tha" %hat %e tau#ht the'( ) %a"t to $eel, at the e"& o$ a year, that the stu&e"ts have be!o'e the tea!hers( ) %a"t to e"& up lear"i"# $ro' the'( ) $eel that i$ a tea!her &oes "ot #ai" so'ethi"#, #oo& or ba&, $ro' ea!h a"& every !lass they have, they are "ot &oi"# their ,ob !orre!tly(