Motivation for pursuing a graduate degree Essay

Instructional perspectiveThe doctrine of study that I ascribe to has been the principal(a) tool motivating my pursuit of a graduate degree in peculiar(a) study. My instructional philosophy has tended to focus in the main on hands on instruction where participants get aimd outright in and take responsibility for their own development. much like the constructivist theorists and thinkers I believe that this wide awake participation in erudition is what makes principle more(prenominal) meaning(prenominal) and that would produce the greatest victores in the schoolroom.As a planetary statement teacher I cave in therefore tended to adopt instructional strategies and attainment activities that atomic number 18 pondering of this outlook and fuddle attempted as far as possible to cover that the prentices in my courseroom are given the applic sufficient emotional state experiences with which they can interact and which they can habituate in constructing their ow n meanings and gaining of the things well-nigh them. I firm believe that fitting prep is the key to success in the schoolroom. Planning does not sole(prenominal) involve preparing a lesson plan, but psychologic tout ensemble(prenominal)y preparing for the pupils and their inescapably in the classroom, understanding each learner and being willing to accommodate alone, as far as possible, in the learning process. It is through such detailed planning that the correct activities will be intentional for an interactive, constructive and cooperative classroom.Reflection on practiceConsiderable work has been make in the field of cognitive psychological science by numerous theorists and lookers. Much of the research has been focused on trying to understand the showcaseistics of learners, the optimal age and conditions for particular types of learning, the to the highest degree appropriate teaching and learning strategies and primarily and understanding of how learning takes p lace. Several theorists arrest attempted to describe the characteristics of learners. Among them Jean Piaget, Lev Vygotsky, Albert Bandura and Jerome Bruner and roughly of the most noted forefathers of thought in this areas. Having worked as a teacher for the few years now, the theorist that has been the most potent on my practice is Jerome Bruner.Bruners philosophy emphasizes the concept of discovery learning and simulation. He posits that learning is most effective and meaningful when the learners actively explores goings as opposed to version from textbooks or lectured to by the teacher (Good & Brophy, 1995). modelling activities, Bruner suggests, are useful tools for promoting forms of discovery learning. I pee-pee found that the use of role-play and skits as simulation activities, take away helped me deliver learning targets better than traditional lecture-type methods. Given the temper of the classroom and the variety of abilities and learning styles, I overhear fou nd that the use of role-play and comparable cooperative activities have helped me date that every last(predicate) learners are actively gnarly in the learning process.However, throughout my teaching character I have noticed rough deficiencies in my teaching methodology, particularly as it relates to meeting the necessarily of all the learners in the classroom. I have noticed that darn I am able to adequately propel a portion of the class in each year, I have practically been unable to fully motivate the entire class of learners or to set up activities and strategies that are attractive to all the learners in the classroom. I believe in reflective practice so I often review my teaching methodology, with the help of relevant research and theoretical foundations.I have made whatever adjustments possible as I notice my deficiencies and have systematically been involved in improving my teaching strategies. However, despite my best efforts I have continued to face considerable o bstacles in arriver out to some students in my classroom. Often these students were those who could be classified as at risk. They were sometimes from single-parent homes, students with tendencies towards delinquent behaviors and some separate similar students. There have withal been students with noted cognitive or other material difficulties, for whom the general education classroom, as is, was not adequate.More and more it became clear to me that at heart the general education classroom there is a diverse mixed bag of students of different socioeconomic, cultural and ethnic backgrounds. moreover they had a orbital cavity of abilities and causeed to varying degrees of competence. I have acknowledged that, to some extent, I have contributed to the inability of some students to perform as well as others, as a result of my failure to in effect orient lessons to meet the needs of all learners.Another occurrence that has compounded this issue is the new move towards inclusion in the general education classroom. Increasingly more students with learning disabilities are being integrated into the general education classroom. These changes in the educational framework has meant that needs have to characterise their strategies to ensure that the needs of these diverse sets of learners are adequately met within their classroom and that students from all ability levels, win prescribe standards. ontogenyWith the coming on stream of the NCLB act, more attention is being placed on ensuring that classrooms are inclusive and that each learner is allowed to achieve his/her full potential ground on individual abilities. The NCLB is a impressive demonstration of the particular interest that the federal official government places on education. This issue presents several(prenominal) challenges for teachers in both the general education and the exceptional education classrooms. Special education students are now being interconnected into the general education cl assroom and even up where they remain in peculiar(prenominal) education classrooms students are put away required to introduce progress similar to that being achieved by the peers who do not have these superfluous needs.Therefore teachers are required to ensure that every learner, despite their abilities or disabilities shoot for to the same broad reaching goals and objectives as general education students. It is evident that the act, though it may present several benefits for special education, will also have its limitations. Educators are, however, still required to aim for the target of difference no child behind.I firmly support the overall spirit of the NCLB act. The dominant principle of the NCLB is that each child registered within the school system must be given all opportunities to develop and to achieve and I agree with this position. To ensure the success of every child and to guarantee that no child is left behind, the act holds educators directly accountable for ensuring that each child aims for and achieves the prescribed standards. Having a particular interest in the development of students I was inspired by the freshly emphasized principles of the NCLB act to set out adequate training in special education so that I am equipped to deal with not only special education students, but the range of abilities that will come into the classroom. These broad reaching goals are of relevance to all involved in the education of children.Motivations to changeI wish to develop the know-how and the skills that would help me snuff it a dynamic teacher that is able to hone knowledge, skills and attitudes within learners from different socioeconomic backgrounds, with different cognitive capabilities, with varying physical and cognitive challenges or any seven-fold needs that may arise in the classroom. Teaching today is becoming more and more challenging.The influences of the teacher and what is taught in the classroom are being eroded by the mass med ia. The teacher has to compete with newly emerging communication technologies and the internet. The skills that were developed yesterday to tackle learners needs in the classroom soon get going obsolete. I therefore wish to ensure that I remain on covert of the game and continue to be a teaching who attempts to meet the needs of all learners.ReferencesGood, T.L.& Brophy, J.E. (1995). Contemporary Educational Psychology. (5th ed.). New York Longman Publishers.