Max Crimp

EDUC 302-303
Prof. Terpstra


Step One

In the passage by Graham, he talks about how education prepares us for our
everyday lives and how it must be related to an adequate purpose for living life
(2002). This is a statement that strikes me as an interesting concept. Too often we
think of a school as a chore, asking Do I really have to go through class today?, as if
it is a dreaded destination. I like the idea of viewing education as a foundation of our
lives and as a key component to living our lives with an understanding of the
purpose of life. Instead of dreading school, we should embrace it and make the most
of every second of schooling, since it is woven into every facet of our lives.

In the Schwartz passage, his vision is one that is fairly similar to my own for
public schooling (1997). We both long for a school system where students are
actively engaged and participating in meaningful discussion, whether it be about
different types of religion or a simple algebra problem. Schwartz see teaching in a
public school as a calling for Christians. I do not see it as a calling, because when I
think of a calling, I think of being called to something that needs to be fixed. I do not
view it as a calling, but rather as an opportunity.

I also liked the passage written by Oakes, Lipton, Anderson, and Stillman
(2013). I like the three characteristics of a just education given: considering the
values and politics that pervade education (as well as the technical issues of
teaching educating), asking critical questions about how conventional thinking and
practice came to be, and paying attention to inequities associated to race, social
class, language, gender, and other social inequalities (2013). I think the
characteristic that stuck out to me was asking critical questions about how
conventional thinking and practice came to be. This is something that I think can be
easy to overlook as a teacher. It will be easy to do things from the book and not
worry about how the methods of teaching and learning came to be. However, I think
its very important to look into the origins of education, and learn from our mistakes
while continuing to improve upon our victories.

I really enjoyed the passage written by Beerens talking about the true
meaning of flourishing (2013). I also agree that flourishing is truly considered
flourishing when one reaches shalom. I think too many people focus their idea of
flourishing on outward tangible accomplishments. This refers to things such as good
grades, good performance in sporting events, and so on. This is not what flourishing
truly means. I believe that flourishing means having shalom. This means flourishing
in ones relationships with others, relationships with God, and being happy and
content as an individual. This type of flourishing is harder to obtain, but the reward
for this type of flourishing is much sweeter.



Step Two

Drawing from my own experiences in the classroom as a student, something
in all of the four passages connected with me. However, one main idea struck me in
particular. In the past, I have had teachers that have simply stood in front of the
class and regurgitated what the curriculum book told them to teach us. No
connections were made, no questions were asked. This is something that I hope to
never do in the classroom. I want to be an engaging teacher, taking charge of a
classroom that students are excited to come to and learn in. I want to be a teacher
that asks the best of his students and can expect it from them because I have
provided an environment that makes students willing and comfortable to learn in.
In order to accomplish this however, I need to make sure that I am constantly asking
critical questions about how conventional thinking and practice came to be and
whether or not the material that I am teaching to my students is relevant to their
situations. I will be doing the students that I teach no good by simply reciting the
material that I have read out of the curriculum textbook. I know from experience
that having a teacher who simply regurgitated information was not a fun learning
experience. If I can make learning fun, engaging, and relevant to my students, then I
feel that I have done the best I can as a teacher and as an educator.




Step Three

Being a teacher does not mean teaching all students to have the same
mindset and keep them restricted to what they have learned. To me, teaching is
being a teacher that allows students to draw their own conclusions from their own
explorations and constructions (Van Brummelen, 2002, pg. 8). This is a key concept
for me to remember as a teacher. I want to be a teacher who opens doors for his
students and allows them to be free, independent decision makers. I am teaching
more than just students; I am teaching young people with malleable, intelligent
minds. Since what these children will be learning will be the base of their beliefs,
morals, and values, I have quite a task ahead of me. I do not want to force my
opinions or beliefs upon my students; I want to give my students many open doors
and allow them to be free thinkers. Opening many doors to my students goes
beyond different doors for their belief system. I want to open many doors in terms
of methods of learning. Not all students will learn in the same way. I want to be a
teacher that provides many learning techniques so that all of my students will
succeed. Frankly, I am scared about this. What if I cannot find an effective method
for one of my students? What if one of my students starts to fall behind? In order for
me to be an effective teacher, I need to be fearless and confident in my abilities to
teach each and every student. If I show confidence, my students will become more
confident in their abilities to learn. As a teacher, I want to be confident, fearless
educator who is not afraid to challenge my own beliefs and ideas while providing a
broad, expansive education to my students and providing them with many doors to
work through in their walks of life. I want to be a teacher that provides his students
with real knowledge. This does not mean information straight from a textbook;
this means knowledge about how the information relates to their lives and, as Van
Brummelen said, allows them to draw their own conclusions from their own
explorations and constructions (2002, pg. 8). To me, knowledge needs to be related
to the students everyday lives in order for them to truly understand the material. I
want to be able to provide this to all of my students, regardless of their background.
I want to be a teacher that shows that he cares through his actions and teaching
techniques. Students remember teachers that left an impact on them, and this is
something that I will strive to be.

Van Brummelen, H. (2002). Steppingstones to Curriculum. Colorado Springs, CO:
Purposeful Design