PHILOSOPHY OF EDUCATION.
According to the US department of education, Title 1 is the largest and oldest federally funded program that provides assistance to students who are at risk of lack of education. The program supports children from families living at poverty levels. The program provides over $14 billion in support of struggling children so that they can meet the state standards of education. Currently the program supports over 56,000 public schools, and the government is hopeful that this number continues to increase so that the country achieves equal status between the rich and poor, in terms of education (Gordon, 2004).
GOAL AND ROLES AS AN EDUCATOR.
My goal is to ensure that every child receives the best education despite the background challenges faced. I am determined to make every child achieve and reach an equality level between Title 1 schools, and other schools. As an educator in a Title 1 school, my roles revolve around working with the children in accordance to the NCLB Act so that all children are ensured of high educational standards and achievements (Zimmer, Booker and Lockwood, 2007). This is achieved through identifying the students writing, reading, math, social studies and science skills, and monitoring their progress.
Besides the regular teaching, and provision of instructional materials, I also implement collaborative planning and learning with colleagues and specialists. This ensures that the weak areas of the students are identified and prescribed for supplementary instruction. I also work as a role model to the students through promotion of good citizenship. This provides for promotion of a classroom atmosphere based on principles of fair, firm, respect for children, development of good and responsible citizenship, and consistent practices.
As a teacher, I also ensure parent involvement and participation in their children learning and progress. This is achieved by maintaining complete and accurate records of student progress and working cooperatively with the parents so that confidence can be generated. To ensure this confidence, I work as a consultant so that parent-school relationships are strengthened.
HOW TO REACH THE DIVERSE CHILDREN IN MY ROOM.
GLOBAL AWARENESS.
Global awareness will be reached by sharing individual cultures in class. This will be inclusive of values, beliefs, cultures, religion, and beliefs. This way every child will learn and understand the existence of different behavior and values, and learn to respect others.
BELIEFS ABOUT HOW CHILDREN LEARN AND EFFECTS ON TEACHING MANAGEMENT, INSTRUCTIONAL STRATEGIES, CURRICULUM AND ASSESSMENT.
Whether children learn from private or public schools, or in Title 1 schools, medium class or high profiled schools, the learning process remains the same. I believe that despite the challenges faced in Title 1 schools if these children are provided with learning equipment, determined and passionate teachers and received support from parents and the government, they can perform better than those in other schools. I prefer the use of interactive studies where the children have time to interact amongst themselves. Assessing the students in such groups may imply that some may benefit from other’s knowledge, and it may be difficult to assess the ability of every child. This may mean a change of my instructional strategy and teaching management.
I also believe that learning is a process, which requires patience. The ability to understand, among children, differs. This implies that as a teacher patience is required so that every child is given enough time to assimilate and understand. Additionally, parent involvement in crucial in the learning process as most children believe in their parents more that they believe in their teachers (Lawton, 2009). Involving parents in the learning process would imply the creation of extra time for the parents to interact with the children as well as receive progress from the teacher. Somehow, this might affect the management and curriculum as the time spent with the parents would otherwise be used for learning. Additionally, giving every child time to understand, depending on a child’s ability, may imply lagging in the course outline.
BALANCING THE NEEDS OF INDIVIDUAL LEARNERS WITH THE CLASSROOM COMMUNITY
Understanding the needs of every child assists in balancing between a learner and the classroom community. To create this balance, individual assessment plays a crucial part as they enable the understanding of the level of intelligence of every child.
References.
Gordon, N. (2004). Do federal grants boost school spending? Evidence from Title I. Journal of Public Economics, 88(9), 1771-1792.
Lawton, S. B. (2009). Effective Charter Schools and Charter School Systems. Planning and Changing, Vol. 40(1/2).
Zimmer, R., Gill, B., Booker, K., & Lockwood III, J. R. (2007). State and Local Implementation of the" No Child Left Behind Act." Volume I--Title I School Choice, Supplemental Educational Services, and Student Achievement. A Report from the National Longitudinal Study of" No Child Left Behind"(NLS-" NCLB"). US Department of Education.
