Change I:

The first significant change I made was a definition of how important making the best choice is to me.  This change stems from a comment on my original philosophy statement asking why this is important at all.  This question struck toward my assumptions of what being a good citizen means and the relation of a good citizen to the society as a whole. 

My conclusion of the importance of making the best choice relies heavily on the notions I had before TE 407, but also drew heavily on discussions that I have had with my mentor teacher and discussions in class.  Several of the philosophical discussions I have had with Miss Vanbeelen have been regarding how some students can be told not to make certain bad choices, and they won’t.  Other students won’t listen to the advice, and will persist in self-destructing manner.  Many times you cannot prevent this behavior from taking place, but will learn the error of their ways after incurring some repercussion that forces them back into the straight and narrow.  Indeed, there was a similar discussion in class, regarding how to get students to listen to your advice and when to give up on them, if there is ever that sort time, at the beginning of the year, which reinforced the importance of making good choices.  Indeed, the movie clip that showed the school who was placed under new administration, which kicked out several students due to their irreconcilable nature.  This might have been a wake up call to many of those students, forcing them to realize the importance of making good choices.

The consequence of this sort of change in the classroom will probably be a desire of me to force responsibilities onto the students, especially in high school.  As Miss Vanbeelen often states, students have to realize that for every action there is a consequence, and many times these consequences are not nice.  This might mean that students will be reminded less of upcoming due dates or will be held to a rigid or high standard of behavior, work, or organization,

Change II:

            The second significant change I made was defining what the term “best choice” means.  Although I knew, entering the course, that the definition of a ‘good citizen’ would vary from person to person, I did not appreciate the idea that the idea of a ‘best choice’ could be disputed until this class. 

Indeed, it was during the review of the original philosophy statement that I was faced with this reality.  Furthermore, this confrontation also was reflected in the Sexias article, regarding the three points of view of Social Studies.  Indeed, I was thinking, very much, in the mode of “the best story,” meaning my story, my perceptions and my assumptions were being transmitted through my writing, and probably, my speech.  The definition of what a best choice, stems also from the Sexias article, as I attempt to make the analogy of two sides, and a large grey scale between the two.  I also make a nod towards the postmodernist camp, stating that there are other ways to view this spectrum entirely, and this scale might be wrong for various reasons.

This new understanding of what the “best choice” would, as the last major change, force students to take a greater responsibility in their school-time jobs, or “face the consequences”, but it would also imply certain things about me.  Indeed, this entire class has taught me that I shouldn’t take anything for granted, and always attempt to look at whatever I, or anyone, says from as many different perspectives as I can imagine, in order to determine what the purpose of their statement, and then precede from there.  This understanding will help prepare me for whatever complaint, or viewpoint might arise in the classroom.

Change III:

            The third change was an attempt to reconcile my ideas of encouraging critical thinking to the restrictions that may be imposed by a curriculum.  At several points in this class, I have come to the conclusion that I might not be able to pursue my aspirations as a teacher to the extent that I want, and at several more points, I have come to the conclusion that not only do I have that ability to do so, but also can explain myself when I may be called out to explain why I chose to perform the curriculum in the way in which I did.

            Perhaps the most critical discussion from class that dealt with this topic and was formative in my philosophy was the one regarding the Michigan Standards and Benchmarks.  Indeed, Jim stated that these standards and benchmarks are incredibly easy to meet, as long as one actually stays on a “Social Studies Topic.”  This was significantly reinforced when I examined my first lesson plan, a discussion session regarding the current Iraq War.  I was amazed at how many criteria one lesson plan could fulfill.  At that point, I came to the realization debates, discussions, and other ‘higher level’ thinking operations, were more beneficial to fulfilling these criterion than the traditional lecture based classroom. 

            This decision, as shown in my statement, will probably cause me to have several large units, focusing on various topics, strung together by lectures that attach the main units and ideas together.  This will give me the time I would like to devote the time I would like to developing higher level thinking, which would fulfill many of the criterion put forth by the state, and allow for the major themes show through.

Change IV:

            The fourth significant change was one made to explain my decision of a school’s place in society.  This change originated as a challenge from Jim as to my definition of the “Real World.”  My defense of my statement was terrible, as I found out when I stumbled through a half hearted reply, since it relied on half-educated feelings and assumptions that I made as a High School student.

            I was intrigued by the discussion that arose from the challenge, where one student stated that school could be considered as a “proxy” for the real world.  While this rang true to me, I couldn’t help but come to the conclusion that life for the students was as real as they wanted it to be.  This change, perhaps the most drastic of all five, was supported by several of the students at my field placement, whom belong to the stereotype of high school girls who’s entire world revolves around their social circle, and anything beyond that was either frivolous or not important.

            This will have bode for a significant change in my thoughts and ‘off the cuff’ remarks to the students regarding why things are important.  They will not be important “in the real world,” but rather are important now, because this existence that the students live in, is real.   

Change V:

            The fifth, and final, significant change made was an expansion on an existing thought. This change actually occurred when I was rereading the original, looking for changes in my thought.  This paragraph simply seemed incomplete to me.  Frankly, I could not understand why, until I decided it required an elaboration on my views of the interconnectedness of the subjects of Social Studies. 

            This change and expansion of that section primarily came from experiences from my field placement, as the students often were (or claimed to be) in the dark regarding how various Social Studies subjects inter-related or even how various subjects in American history were related.  To this, I could only shake my head and make an attempt to explain how the various subjects are related and what themes I saw throughout history.  It is my view, and has been for several years, that an understanding of history by the majority of students comes not from memorization of a vast amount of information, but rather an understanding of themes that cause events to happen in the various ways in which they did.

            Again, as with change III, this, I believe, leads me to come to the understanding that a system of understanding a relative few amount of topics in American history in great depth is superior to having a cursory and half-hearted understanding of the vast majority of topics in American History (or Social Studies in general).  With several in-depth topics, delineated by a few, strategically placed lectures, would reconstruct a topic for students in a way that they would find more valuable and would be more interested in

    It is my belief that the ultimate purpose of a teacher is to educate students in how to become ‘good citizens’.  Although this phrase, ‘good citizen’, may differ from one person to another, I believe that a good citizen is a person who will gather information and then analyze the information as to make the best decision possible in order to fulfill their goals, whether it be to maximize their benefits, minimize harm done in the situation, or, most generally, make the best choice available.  This ability of being able to make the best choice available is hugely important, as every adult has to make decisions every day, many of which have huge influence in their futures.  In high school, the decisions made are becoming increasingly important in the students’ lives, and being able to make thoughtful decisions based on logic and rationalism is very important. 

            This making the best choice available can mean several things, and some explanation is needed.  Indeed, one could think that the best choice available would be the one that has the largest benefit for the student, whereas one could think the best choice available would be the one that has the largest benefit for the society as a whole.  Others might attempt to balance the two extremes in varying shade of grey, and still more others might decide that other things are important.  Here, again, the teacher can play a role, albeit a silent role.  Teachers, in my opinion, should not attempt to indoctrinate their students, but rather show them one model of where you exist on that spectrum.  It is, in this way, students can decide for themselves what it means to be an adult.   

From this fundamental purpose of a teacher, I believe that I will want to provide a good environment to hone these skills on a regular basis.  A well-honed, analytical mind is trained and maintained through constantly approaching new problems, researching them, presenting a case, then defending against the dissenting opinions.  Namely, the skill of thinking critically comes from debate, logical construction of arguments, and understanding that these situations are not isolated debates, but new ones are constantly formed and created. 

But how can this be brought into the classroom?  I believe that through several open debates, discussions, arguments, these skills can be honed and brought to bear on issues, not only the classical Social Studies, but also issues that are prevalent in the classroom.  Depending on the curriculum, it could force the classroom away from the idea of a narrative story, where the students attempt to learn a huge amount of information from a lecture based classroom, and toward some sort of system where there are several major issues that are important and discussed in depth, and other topics might be used as a linkage between the two.

This, I believe, is where the student-teacher relationship should begin.  Although there is a need for an aura of authority from the teacher, as to maintain discipline and order in the classroom, the teacher needs also to build a sort of professional relationship with the students, as s/he guides the student’s education in the direction of more complex and critical thought.  This professional relationship can include, but is not limited to, understanding the basic personal life of the students, hopes and goals of the student, and a mutual respect, and will allow the teacher to motivate the student more easily than if this relationship was not present.  The teacher must also show the student that critical thought does not happen on the school grounds only; it happens everyday in what some call the “Real World,” meaning the world that exists outside of the school walls.  This real world, however exists inside the school walls as well.  One cannot decide that real life starts at a certain point in life and only in certain places.  Life is life, and the students’ existence is as real to them as my existence is to me.  Students, however, will need to put the skills honed in the classroom to good use outside of the classroom.

This final point and goal of a teacher, allowing the student to realize that the problems that the student faces in school is not isolated, but is related to problems that exist outside of school, brings me to my final belief, the connection between teacher-student-social studies.  It is my belief that social studies is the study of societies, either through social constructs such as economics, politics, through physical barriers such as those represented in geography, or through the beliefs of what happened in the past, history.  Each of these studies are not isolated, as one directly affects the other in countless ways, and this web should not be studied merely in the classroom, but the students must realize that what happened in the past and why it happened have a lasting impact on current or recently occurred events.  Hopefully, students from my class will come to this realization that historical events affect other historical events which affect current events as well as economic theories are played out in historical events, and etc.  This sort of interconnectedness can stem from not only bringing in other subjects, but also stating that you are doing so.  By declaring that you are bringing in other subjects, and showing how they interrelate, students might come to the understand the interconnectedness of the subjects.   

            Ultimately, I believe the role of a teacher, and more specifically a Social Studies teacher, is to create good citizens, people who will gather information, realize what the best choice is for them depending on their goals, and then act on those decisions.  These citizens shall make a lasting impact on society as they will be willing to act on their decisions and beliefs. 

What will follow is my first philosophical statement. In my current TE class, we are required to write a philosophical statement, essentially what we think our goals are and what our classroom will look like when we become teacher ourselves. Then late in the semester, and in later courses, we will revisit this philosophical statement and revise it to our reflect our changing views.

Without further ado…

It is my belief that the ultimate purpose of a teacher is to educate students in how to become ‘good citizens’. Although this phrase, ‘good citizen’, may differ from one person to another, I believe that a good citizen is a person who will gather information and then analyze the information as to make the best decision possible in order to fulfill their goals, whether it be to maximize their benefits, minimize harm done in the situation, or, most generally, make the best choice available.

From this fundamental purpose of a teacher, I believe that I will want to provide a good environment to hone these skills on a regular basis. A well-honed, analytical mind is trained and maintained through constantly approaching new problems, researching them, presenting a case, then defending against the dissenting opinions. Namely, the skill of thinking critically comes from debate, logical construction of arguments, and understanding that these situations are not isolated debates, but new ones are constantly formed and created.

This, I believe, is where the student-teacher relationship should begin. Although there is a need for an aura of authority from the teacher, as to maintain discipline and order in the classroom, the teacher needs also to build a sort of professional relationship with the students, as s/he guides the student’s education in the direction of more complex and critical thought. This professional relationship can include, but is not limited to, understanding the basic personal life of the students, hopes and goals of the student, and a mutual respect, and will allow the teacher to motivate the student more easily than if this relationship was not present. The teacher must also show the student that critical thought does not happen on the school grounds only; it happens everyday in the “Real World” and the student will need to put the skills honed in the classroom to good use.

This final point and goal of a teacher, allowing the student to realize that the problems that the student faces in school is not isolated, but is related to problems that exist outside of school, brings me to my final belief, the connection between teacher-student-social studies. It is my belief that social studies is the study of societies, either through social constructs such as economics, politics, through physical barriers such as those represented in geography, or through the beliefs of what happened in the past, history. Each of these studies are not isolated, as one directly affects the other in countless ways, and this web should not be studied merely in the classroom, but the students must realize that what happened in the past and why it happened have a lasting impact on current or recently occurred events.

Ultimately, I believe the role of a teacher, and more specifically a Social Studies teacher, is to create good citizens, people who will gather information, realize what the best choice is for them depending on their goals, and then act on those decisions. These citizens will make a lasting impact on society as they will have the ability to act on their decisions and beliefs.