Jul 24

Progressive or Constructive Education Philosophy

During a study of education philosophies, this is a comparison of progressivism and constructivism. Educators, are you progressive or constructive in your approach to education practices?

Click on the link below to view: reallifeexp

edphilosophypowerpt

 

Shout out to Sandra for the design assistance.

Jul 23

An Education History Study

schooldesksA pretend postcard outlining a study in education history outlining how students from 1920-1950 were taught handwriting and the benefits of correct handwriting posture.

Click on the link below to view:

postcardedhistory

Jul 21

Cotton Candy in preschool

This is an easy art project for preschool students. Begin by using white construction paper to cut a triangle shape and glue the triangle to another sheet of paper with the point at the bottom of the paper. Glue cotton balls to the top of the triangle shape. Allow preschool students to dap blue or pink paint onto the cotton balls. Do not use too much paint or the cotton will be too wet and the paint will smash them.

IMG_1965

Jul 21

Z is for Zebra

Use white paper to cut out a large Z and glue to a sheet of black construction paper. Cut smaller strips of black construction paper and have preschool students glue them straight across on the Z shape. Draw or glue eyes and a face on the top line of the Z.

IMG_1953

Jul 21

Yoga at School

Difference between Western and Eastern Educational Thought

The Eastern philosophy tends to offer greater variety in curriculum approaches because leaders and teachers strive to teach the best way of life. Followers of Eastern philosophy strategies subscribe to following one leader or master teacher. Those master teachers provide the curriculum, approaches, and teaching standards by which students and followers can build their lives in ways to create improvement, provide strength, encourage growth, and live well.  Through these various methods of education, master teachers can point followers and students toward the right path for growth and learning through the teaching of rules and right conduct (Ozmon, 2012, 102). Eastern teaching practices offer various approaches to nudging students toward right conduct.

 Example of Difference

Yoga is one method of the Eastern philosophy that nudges followers and students onto the path of right conduct and right living. With challenging behavior issues of many students being important to classroom management, some teachers have chosen to teach yoga and breathing techniques. Students get overwhelmed and stressed during class time and often must learn how to release that tension and stress. Breathing exercises can be effective stress-relieving techniques and reduce problem behaviors. “Research suggests that yoga, humor, and reading are simple, effective methods to help reduce stress” (Rizzolo, 2009, 79). The learner has had experiences in the pre-k classroom with a yoga teacher who taught the students how to relax their bodies and breath comfortably. Even at the pre-k age, students get frustrated, and overwhelmed and tired from long school days. They can learn to relax, breath, train, and calm their bodies before, during, and after stressful times of the day and when something or someone aggravates them. Some teachers schedule calming moments during the school day for students to relax. They plan their daily schedules with high-energy activities followed by quiet activities followed by more energy-releasing activities. It is important that students have a balance of activities during their day and have the freedom to release tensions and relieve stressful moments.

Ozmon, H. (2012) Philosophical Foundations of Education. Boston: Pearson.

Rizzolo, D., Zipp, G., Stiskal, D., & Simpkins, S. (2009). Stress Management Strategies for Students: The Immediate Effects of Yoga, Humor, and Reading on Stress. Journal Of College Teaching & Learning, 6(8), 79-88.

 

Jul 16

Like learning styles, do students learn as realists or idealists?

History of Idealism and Realism

Aristotle and Bacon were two philosophers associated with realism; however, their theories counteracted one another. Bacon thought Aristotle’s philosophy had many errors. Aristotle’s influence recognized the need to study nature systematically, use logical processes in examining the external world, and organize things into hierarchies (Ozman, 2012, 43). Bacon argued that science must be concerned with inquiry not burdened with preconceived notions to develop the inductive method of thinking (Ozman, 2012, 46). Aristotle’s philosophy took a more idealistic approach by emphasizing the spiritual aspect of science and nature. Bacon’s philosophy employed a more realistic approach by demanding inquiry to answer the science investigation questions.

Curriculum and Instruction Basics

Teachers must learn to marry these two approaches by using Bacon’s ideas of inquiry with Aristotle’s logical study. Students learn through play and by doing; therefore, teachers must provide experiences with which they can study and examine each element of the context and concepts while giving them the avenues to explore and investigate through questioning each element.

Teacher Role

According to Bacon, students must learn the “inductive method” of thinking (Ozman, 2012, 46). They must use observation in order to implement the inquiry method in their investigative approach. Students may have the freedom to explore classroom learning environments to fulfill the inquiry and investigative need of learning. Aristotle suggested students organize things into hierarchies (Ozman, 2012, 43), therefore, placing higher priorities and importance on processes and truths involved in the studies. Aristotle’s organizational idea of hierarchy represents Maslow’s hierarchy of needs stating that students must meet basic needs before moving on to higher needs (Roberts, 1972). Once those priorities on the lower rungs are met then the higher rungs can be accomplished.

Student Role

According to Wikipedia, realism is an idea of depicting concepts accurately. As an early childhood educator, the learner constantly works in a mode of realism in an environment of concrete students. The learning material must be presented in concrete, easily understood methods for students to experience through hands-on techniques. Many young students are visual learners and must see activities as well as manipulate through touch and the other senses. Teachers provide learning activities to meet student interests and motivate them to fulfill inquiry needs of investigation and exploration, and therefore, achieve developmental standards.

Ozmon, H. A. (2012). Philosphical foundations of education (9th ed.). Upper Saddle River, NJ: Pearson.

Roberts, T. B., & Northern Illinois Univ., D. b. (1972). Maslow’s Human Motivation Needs Hierarchy: A Bibliography.

Realism (2013). https://en.wikipedia.org/wiki/Realism

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