Communication Plan

Module III

Provocative Questions

Ashanti Rouse

Sam Houston State University

Author’s Note: This paper was prepared on March 27th, 2016 for CIED 5333 –

Professional Educator’s Role,

Section 2, taught by Dr. Andrea Foster

Abstract

        In module three, we focused on teaching and being an effective teacher. We explored the following topics: The school curriculum in the era of standards, classroom management, creating a productive learning environment, and becoming a teacher. The following is a reflection in response to a set of provocative questions related to the content drawn from each of the three chapters in module three. The responses are related to my own personal school or teaching contexts.

Keywords: Module three, questions, teacher

Module III

Provocative Questions

Do you agree or disagree with the idea of a National Curriculum like the common core? How do standards and accountability impact curriculum?

I agree with the idea of a National Curriculum. I believe children should learn the same things so that they are all on the same page. They all have a fair shot in anything they try, because they have learned the same topics in various subjects. Standards have a powerful influence on the curriculum. The influence of standards, accountability, and high stakes tests is so powerful that some districts create teacher guides that specify topics.

High stakes tests in most states focus on reading, writing, and math. For this reason, schools emphasize these content areas in their curriculum. What gets tested is what gets taught. Whether a content area like math is emphasized will depend on whether it is included on the high stakes test. Content areas such as music and art are rarely covered on high stakes tests, so they are receiving little emphasis in the curriculum.

Can passion be taught? How can teachers be more passionate? What would Sir Ken Robinson say?

        I do not believe passion can be taught. Either you care about something, or you do not. Passion comes naturally. If you do not naturally have a passion for something, then it is not your passion. As Sir Ken Robinson would say, having a passion changes everything. Some people may have a passion for teaching, and they do not know it. We all have hidden talents. A passion is not something that you have to think about caring about. A passion is something you naturally care for. It is something that you can focus on all day without getting tired.

        When someone has a passion for something, they have an intense desire or enthusiasm. This passion cannot be taught. Great teachers are naturally passionate. They become more passionate as time goes on. Their experiences with students teach them to be more passionate. For some, passion is lost over time. However, this passion may be sparked again if teachers remember why they chose teaching in the first place. A passionate teacher is essential for effective teaching.

If you are preparing to become or are a science educator, should you offer disclaimers about the theory of evolution, suggesting that it is only one explanation for the makeup of the natural world?

        The topic of evolution has always been intensely controversial and highly politicized. The issue of evolution in the classroom i

s never going to go away, and has even gone to court. Offering disclaimers suggesting one explanation for the natural world may cause problems or related issues between parents and teachers. I am a mathematics teacher, so this topic is not one that I teach. I must say that I cannot imagine the hardships some teachers face as they teach this topic, especially after reading chapter 9.

        If I were preparing to become a science teacher, I would consult with department heads and school leaders about any disclaimers they already have.  

Should teaching values and morals be part of the curriculum?

        Some type of moral education should be part of the curriculum. Right and wrong do exist, and schools have some responsibility to teach students the difference. Curriculum should emphasize the practice of values both in schools and elsewhere. There are several students across America who go home to parentless households. They do not learn values and morals at home. There are some children who not learn anything at home.

        Values and morals are characteristics that students will be expected to have in their careers. Furthermore, teachers (most of them) display morals and values that students admire. The students are always watching. They learn how important values and morals are through the actions of their teachers. So, even if values and morals are not part of the curriculum, students are still watching and learning from their teachers.

Should you be allowed to have your students read anything that your professional judgment dictates, or should limits be placed on what students read in school?

I would like to allow my students to read anything that my professional judgment dictates. There are already enough limits on what students can and cannot do in schools. We already choose their curriculum, lunch times, teachers, the time they must be in school, dress code, textbooks, supplies, etc. I do not want to shove another forced choice down their throats.

        Of course, I will keep all readings age appropriate. I feel that I will get better feedback from students if I pick their readings. I know my students better than the administrators at the school I teach at. I am able to assess what they learn best from, and what motivates them. The limits schools have already set are enough. Setting more limits will only cause them to become less motivated.

        The courts have generally opposed censorship of books, ruling that schools and teachers have a right to expose students to different ideas and points of view through literature.

What is a productive learning environment?

        It is a classroom that is safe and orderly and focused on learning. In productive learning environments, students are well behaved, but the emotional climate is relaxed and inviting. I have managed to create inviting climates by designing my classroom with a “home” feel. When students come in, the aroma and dimmed lights encourage them to participate in the day’s activities. Creating a productive learning environment in my classroom is central to effective classroom management.