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Educational Factoids There
follows some basic terms which are oft-used in educational circles and
nomenclature with which we want you to be fully "onboard". Each
of these topics/phrases - may comprise an entire course of study - in and
of themselves. For our purposes - we want you to be have some basic
familiarity with each of these crucial terms and concepts. Whole
Language or Literature-Based Education
A concept - growing in popularity in public schools
across the country - that implies that all "learnings" for a
specific period of time - are based upon a selected "text" or
"reading". A good example is the teacher has chosen a book about
Australia as the basis for a particular "module" - spelling
words are derived from this text [i.e. Koala Bears, Eucalyptus, etc], math
facts would have to do with multiplying and dividing sheep [a primary
export of Australia], geography would deal with the different regions and
cities of Australia [New Zealand, Sydney, et al], science would perhaps
deal with different climates represented in Australia, and while you are
doing these things - you are playing "Waltzing Matilda" in the
background. This is just a slippery example - but it is an important
concept - helps enormously with the all-important concept of
"connections" and moves the educational setting away from the
oft-times highly fragmented instruction which may be found in
classrooms.
Basal Series Texts
A series of "sequential texts" - oft-times used in the public school.
This traditional approach incorporates the concept of Math Book I, Math
Book II, etc and contrasts with Whole language or a literature-based
approach. As with all things in education - there are advantages and
disadvantages to each approach. Spiral
Curriculum
A concept oft-times associated with Jerome Bruner
and graphically described by a "spiral". The concept espouses
that as new material is introduced - one must always build upon and review
previous materials. This helps provide much-needed "connections"
and enhances the overall comfort level of students as they have something
familiar to hold upon - even as new material is introduced. Ordinary
Experiences
Educational experiences are divided into two basic
categories - ordinary and aesthetic. Ordinary experiences are best
characterized by a "definite means to a definite end". Ordinary
experiences are obviously crucial to the classroom environment - but we
should not limit our educational experiences to these - and these alone.
[Example: student must learn basic math facts] Aesthetic
Experiences
Educational experiences are divided into two basic
categories - ordinary and aesthetic. Aesthetic experiences are best
characterized by "doing something - finding you enjoy this experience
- and continuing to seek out this experience - just for the pure enjoyment
of it". When we may shape as many aesthetic experiences as possible
for our classroom - we are at our best. Ordinary experiences may and
oft-times do - lead to an aesthetic experience. [Example: student reads a
book on Mr. Lincoln because he or she has to for class - then
realizes they enjoy and are excited about the life of Mr. Lincoln and
continue to find books and read about him] Pacing
The essential concept of teaching at any level which
describes how quickly or slowly we move in our presentations. Master
teachers are masters of pacing. They know/sense when it is time to linger
a bit longer - when it is time to move on. Sequencing
The equally important concept for teaching at any
level which describes how you put different modules or topics together.
Master teachers are also masters of sequencing. They can always sense the
logical connections and devise a plan which makes different modules/topics
meaningful and exciting
The Mother-Tongue Concept
basis for a great deal of today's pedagogy - two important issues
.....
01. what you learn first - you learn best
02. sounds before symbols De
Facto versus De Jure Authority Figures in the School
An understanding of the basic concept of De Facto versus De Jure authority
figures in a school will help you become more successful in your teaching.
In a school [or any organizational setting actually] there are some people
who hold a position of authority by law or title [De Jure]. This would be
a principal, a superintendent, a school board member, etc. There are,
however, also - and more importantly - people who hold positions of
authority - because of their very being - and oft-times these people are
more influential than those of the "De Jure" category. It might
be the old 4th grade teacher on the second floor - who you do not hear
much out of - but you start noticing that everyone defers to them and
their opinion on all issues. It might be the school secretary - who has
been "on the switch" for fifty years and in the end actually
"runs the school". These are naught but a few examples of this
important concept - but believe you me - be sensitive and aware of this
important dichotomy and you and your teaching will be more successful. |
