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    Quinty Learningenvironmentpaper

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    Erin Quinty outlines three key beliefs that will guide her teaching approach: 1) There is no single formula for learning as each student learns uniquely; 2) Teaching involves both explicit instruction and implicit social learning from peers and role models; 3) A positive learning environment requires mutual respect between students and teachers. She discusses experiences from her own education that shaped these beliefs, including teachers who recognized different learning styles and those who created implicit gender biases.

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    Quinty Learningenvironmentpaper

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    69 views2 pages
    Erin Quinty outlines three key beliefs that will guide her teaching approach: 1) There is no single formula for learning as each student learns uniquely; 2) Teaching involves both explicit instruction and implicit social learning from peers and role models; 3) A positive learning environment requires mutual respect between students and teachers. She discusses experiences from her own education that shaped these beliefs, including teachers who recognized different learning styles and those who created implicit gender biases.

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    Erin Quinty outlines three key beliefs that will guide her teaching approach: 1) There is no single formula for learning as each student learns uniquely; 2) Teaching involves both explicit instruction and implicit social learning from peers and role models; 3) A positive learning environment requires mutual respect between students and teachers. She discusses experiences from her own education that shaped these beliefs, including teachers who recognized different learning styles and those who created implicit gender biases.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    69 views2 pages

    Quinty Learningenvironmentpaper

    Uploaded by

    api-313684895
    Erin Quinty outlines three key beliefs that will guide her teaching approach: 1) There is no single formula for learning as each student learns uniquely; 2) Teaching involves both explicit instruction and implicit social learning from peers and role models; 3) A positive learning environment requires mutual respect between students and teachers. She discusses experiences from her own education that shaped these beliefs, including teachers who recognized different learning styles and those who created implicit gender biases.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
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    Learning Environment Paper

    Name: Erin Quinty


    General Introduction
    Throughout my teaching career I expect to learn many valuable things about my teaching, myself
    as an educator, and the students that I will be teaching. Among those are a set of beliefs that will
    help guide my teaching and allow me to become a highly skilled educator.
    Three Beliefs
    Currently I have many beliefs about education, but this paper will focus on three of my most
    highly prized beliefs as listed below:
    There is no specific formula for learning, each student is unique in the way he/she learns.
    Teaching is both implicit and explicit.
    A flourishing learning environment only comes with mutual respect between the student
    and the teacher.
    Rationale and Personal Experiences
    One of my strongest beliefs about teaching is that there is no specific formula for
    learning, each student is unique in the way he or she learns. I believe this is something that all
    teachers need to recognize. In addition, all students need to be aware that not everybody learns
    the same way. In this day and age a large portion of our teachers are being pushed to use
    curriculum lesson books in which their lessons are scripted to a t. When a teacher utilizes
    lesson books so closely, they are assuming each child learns the same way. If a teacher is setting
    the students up to learn the exact same way, then the teacher is also implicitly informing the
    students that if they do not learn through the narrow minded ways of the curriculum book, then
    he/she is unintelligent or incapable of learning. I hope my students will be aware that there are
    infinite ways to learn and that if they do not understand something the first time, they should not
    give up.
    I largely took upon this mindset after reading some of the works of Sir Ken Robinson.
    Robinson describes how students are not something you can manufacture on an assembly line.
    Each child has different talents, minds, and ways of learning. It is a teachers job to tap into that
    and create a confident, engaged, and hard working student. I personally have experienced
    narrow-minded teachers, especially through my transition from catholic school to public school.
    In catholic school, I was taught one specific way to multiply two digit numbers. When I got to
    public school I was presented with multiple options of how to solve the multiplication problem.
    While I personally enjoyed the traditional way of multiplying, I loved having the option to solve
    a problem in multiple ways. I had this option because my teacher realized each student did not
    learn in the same way. What works for one student may not work for another student.
    I also believe that teaching is both implicit and explicit. This idea mostly stems from the
    social learning theory of education. This is the idea that learning is a social experience. People
    learn from direct explicit instruction, but a large part of learning is through observation,

    modeling, and peer interaction. I believe role models play a large role in a childs life. As a
    teacher, everything I say and do will be watched by 20+ eager eyes. Because of this, it is
    important that I think through everything I say and do before I do it. For example, if I
    consistently speak to boys and girls in a different tone of voice or about different topics, I could
    be implicitly teaching the students to fall into gender stereotypes. This implicit learning is also a
    factor in my regular everyday discussions. It is important that I remind myself to keep opinions
    out of my instruction as I will aim to present information to my students in an unbiased fashion.
    I have seen implicit learning through my personal experiences as a student. In my high
    school gym courses I had a male teacher who created a gender gap in the classroom. He always
    spoke to the girls in a higher tone and would let us have options when it came to activities. We
    could play the game with the boys or we could walk around the track. When it came to the boys,
    the teacher was very strict. He spoke to them with a stern tone and required that they participate
    in each activity. By speaking to females and males so differently, the teacher implicitly taught us
    that girls and boys are different. This changed our viewpoints for many things when it came to
    discussions about gender roles and equality. I will ensure that my classroom is free of any
    negative stereotypes or role models.
    My final belief is that students and teachers must have mutual respect in order to create a
    positive, effective learning environment. I aim to hold my students to the highest standards.
    When students feel like they are being respected and being treated as adults then they will be
    more likely to work harder to meet this standard. By treating my students like adults and not
    children, they will be able to respect me. Hopefully this mutual respect will eradicate any future
    conflicts within the classroom. If we both respect each other then perhaps behavior issues would
    be less common, as students and teachers would be able to resolve conflict through mature
    discussions.
    I feel as if the best learning experiences for me occurred when there was mutual respect
    between me and my teacher. I first remember feeling respected as a student in my third grade
    classroom. My teacher was an older woman who was very traditional in her teaching styles. She
    focused on discussion in the classroom and had goals to teach us how to reason with one another.
    Her tone of voice was always mature; she never spoke to us like we were children. My teacher
    was approachable, but never a push-over. The mature ways in which she communicated with us
    made us rise to her high standards. She respected our ideas, opinions, and work, always making
    each one of us feel as if we were a vital piece to the classroom.

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