Pedagogical Creed: K.S.A 12
Education is the life-long pursuit for knowledge, understanding and critical evaluation of our world and is at its finest when it is fostered by curiosity, creativity and a genuine passion to know. It is at its worst when those ideas of exploration are stunted and stifled by pessimistic fears and inner doubts.
When education is built on the foundation of trust, openness to new ideas and the creative impulses that originate out of a sheer love of life and learning, education becomes the source that propels the person into new insights, wonderful innovations and deep wisdom.
Seen in this way, education is not the memorization of the multiplication table, nor a firm understanding of the Boer War. These are merely tools we use to shape and hone the mind so that it may succeed in fulfilling specific tasks and operations. But education has the ability to open a person to their true potential; it can pave the way for the deeper fulfillment achieved through an open mind to growth, new development and ways to express one’s passions.
Schools have the ability to open doors of exploration and opportunities for children by nurturing their natural curiosities, passions and creativity. However, even though the potential is there, this does not mean it will be actualized. While a school can be a haven for children, even a refuge for the creative mind, it can also be a place of nightmares. To a great extent, the teacher is the pivotal point of children’s experiences, both positive and negative. Every teacher is obligated to be aware of the tremendous responsibility that they have in effectively shaping a child’s future– to build on a child’s strengths and to provide those essential stepping stones that will elevate a child’s understanding and self confidence. (K.S.A. #8)
Because of the role teachers hold in children’s lives, they must be vigilant for several key points. The first is to remain aware of the criticisms and judgments placed on a child’s work and behaviour. Tone of voice can convey much more than words can in some situations. The second is to be aware of bullying behaviours of other children. Bullies can make school a dreaded place for any child. Third, the teacher must not turn a blind eye, even unintentionally to children who are at risk from abuse. It is the duty and obligation of the teacher to provide protection for the children under her or his care. Fourth, the teacher must be aware of both learning disorders and gifted children who will require a varied program of study from the rest of the class. (K.S.A. #7)
Because of the multiplicity of learners - their style, interests and abilities, teachers need to embrace differentiation in their lessons, activities and even in their assessments. Students must be given every opportunity to explore their potential in order to really understand what they, themselves, are capable of achieving. (K.S.A. #5)
As a role-model in children’s lives, teachers must be capable of mentoring a child in more than academic development. In schools children learn much of their morality, social skills, ethics and even life-skills. Therefore, teachers must be aware of what behaviours they model in the kinds of decisions they make, how they are administered, and the types and quality of personal interactions and communications that they have.
In addition to teaching the prescribed curriculum, a huge emphasis must be put upon teaching respect, especially for the self. In our society, there is a plethora of opportunities for children to indulge in risky behaviour. At the centre of these concerns is the respect a child has of herself or himself, as well as the respect they hold of their peers. In teaching self-respect and respect for others, it can be hoped that children will be given a personal sense of value that will help children avoid involvement in those risky behaviours.
In theory, all the above ideals appear easy to perform. However, reality must, and will, eventually surface. All the good intentions put in place will not help teachers if they do not also know their limits of what they can and cannot cope with. Demands and high ideals put upon the self can strain teachers beyond their capabilities. Therefore, the question of, “How should we teach?” is best approached with a dose of Socratic wisdom: “Know thyself.” When we understand our own strengths and challenges, we will be less likely to find ourselves in situations that are beyond our control and we will be more capable of implementing strategies for success. (K.S.A #1)
The answer to, “How do we teach” becomes, “Authentically.” We must be ourselves with all our flaws and limitations. Perhaps even in accepting our own short-comings, we can laugh at ourselves and show children the value and beauty of not needing to be perfect as well. In this way, we can teach understanding, empathy and acceptance of our undeniable humanity. When we engage with children authentically, we are more relaxed and create a more positive and nurturing atmosphere in our classrooms so that children too, can enjoy the learning process.
The role of the school and the perpetuation of society rests to a great extent, on the people who work within the schools. It is not the books, nor the desks that educate the children, it is the people who are employed by society to be there every day for their children. Therefore, working together, to create shared visions for the school is an utmost must. In addition to the education of the young minds, the school’s faculty must also plan together, share resources, discuss issues and concerns and celebrate successes and challenges well met. All of these elements are the role of the school. (K.S.A #2)
It should also be noted that while teachers, and the administration traditionally take on the tasks outlined above, it must extend to some degree, to the children themselves so that they too have a say in their education and take responsibility for it. Beyond the students, their parents must also be involved in the education of their children. Finally, responsibility for education also rests with local businesses and other community elements such as recreational facilities, libraries and churches. It is to the benefit of everyone that proper education is instilled in our children. (K.S.A. #12, # 13)
When education is built on the foundation of trust, openness to new ideas and the creative impulses that originate out of a sheer love of life and learning, education becomes the source that propels the person into new insights, wonderful innovations and deep wisdom.
Seen in this way, education is not the memorization of the multiplication table, nor a firm understanding of the Boer War. These are merely tools we use to shape and hone the mind so that it may succeed in fulfilling specific tasks and operations. But education has the ability to open a person to their true potential; it can pave the way for the deeper fulfillment achieved through an open mind to growth, new development and ways to express one’s passions.
Schools have the ability to open doors of exploration and opportunities for children by nurturing their natural curiosities, passions and creativity. However, even though the potential is there, this does not mean it will be actualized. While a school can be a haven for children, even a refuge for the creative mind, it can also be a place of nightmares. To a great extent, the teacher is the pivotal point of children’s experiences, both positive and negative. Every teacher is obligated to be aware of the tremendous responsibility that they have in effectively shaping a child’s future– to build on a child’s strengths and to provide those essential stepping stones that will elevate a child’s understanding and self confidence. (K.S.A. #8)
Because of the role teachers hold in children’s lives, they must be vigilant for several key points. The first is to remain aware of the criticisms and judgments placed on a child’s work and behaviour. Tone of voice can convey much more than words can in some situations. The second is to be aware of bullying behaviours of other children. Bullies can make school a dreaded place for any child. Third, the teacher must not turn a blind eye, even unintentionally to children who are at risk from abuse. It is the duty and obligation of the teacher to provide protection for the children under her or his care. Fourth, the teacher must be aware of both learning disorders and gifted children who will require a varied program of study from the rest of the class. (K.S.A. #7)
Because of the multiplicity of learners - their style, interests and abilities, teachers need to embrace differentiation in their lessons, activities and even in their assessments. Students must be given every opportunity to explore their potential in order to really understand what they, themselves, are capable of achieving. (K.S.A. #5)
As a role-model in children’s lives, teachers must be capable of mentoring a child in more than academic development. In schools children learn much of their morality, social skills, ethics and even life-skills. Therefore, teachers must be aware of what behaviours they model in the kinds of decisions they make, how they are administered, and the types and quality of personal interactions and communications that they have.
In addition to teaching the prescribed curriculum, a huge emphasis must be put upon teaching respect, especially for the self. In our society, there is a plethora of opportunities for children to indulge in risky behaviour. At the centre of these concerns is the respect a child has of herself or himself, as well as the respect they hold of their peers. In teaching self-respect and respect for others, it can be hoped that children will be given a personal sense of value that will help children avoid involvement in those risky behaviours.
In theory, all the above ideals appear easy to perform. However, reality must, and will, eventually surface. All the good intentions put in place will not help teachers if they do not also know their limits of what they can and cannot cope with. Demands and high ideals put upon the self can strain teachers beyond their capabilities. Therefore, the question of, “How should we teach?” is best approached with a dose of Socratic wisdom: “Know thyself.” When we understand our own strengths and challenges, we will be less likely to find ourselves in situations that are beyond our control and we will be more capable of implementing strategies for success. (K.S.A #1)
The answer to, “How do we teach” becomes, “Authentically.” We must be ourselves with all our flaws and limitations. Perhaps even in accepting our own short-comings, we can laugh at ourselves and show children the value and beauty of not needing to be perfect as well. In this way, we can teach understanding, empathy and acceptance of our undeniable humanity. When we engage with children authentically, we are more relaxed and create a more positive and nurturing atmosphere in our classrooms so that children too, can enjoy the learning process.
The role of the school and the perpetuation of society rests to a great extent, on the people who work within the schools. It is not the books, nor the desks that educate the children, it is the people who are employed by society to be there every day for their children. Therefore, working together, to create shared visions for the school is an utmost must. In addition to the education of the young minds, the school’s faculty must also plan together, share resources, discuss issues and concerns and celebrate successes and challenges well met. All of these elements are the role of the school. (K.S.A #2)
It should also be noted that while teachers, and the administration traditionally take on the tasks outlined above, it must extend to some degree, to the children themselves so that they too have a say in their education and take responsibility for it. Beyond the students, their parents must also be involved in the education of their children. Finally, responsibility for education also rests with local businesses and other community elements such as recreational facilities, libraries and churches. It is to the benefit of everyone that proper education is instilled in our children. (K.S.A. #12, # 13)