1. This order, delivered by Jeff Johnson, minister of education on May 6th of 2013 holds such values as:
1.1. students should be engaged learners and ethical thinkers with an entrepreneurial spirit.
1.2. students should "know how to learn" (Johnson, 2013)
1.3. students should " identify and apply career and life skills through personal growth and well-being"
2. Knowledge itself can be divided into many different areas:
3. The problem arises however, once the question arises "what if our students are not proficient in these basic skills?"
3.1. Luke, rather than dismissing these claims, is able to demonstrate, that in order for these kids to learn basic skills, they must be interested in their lessons, and engaged learners in the classroom.
3.2. If a student is able to become interested in their lessons, then other pieces should fall into place, rather than the conventional style in place today, in which the basics must be mastered before deeper study.
3.2.1. With this idea that learning should come from the outside world, it becomes even more important for a teacher to be knowledgeable and fully aware of their social environment, in order to fully express and translate it to both a curriculum and to the skill level of their students.
4. Education has always been influenced by the social environment surrounding it.
5. Knowledge
6. What does it take to become an effective 21st century educator?
7. Their students
8. The Administration
8.1. Perhaps, the largest role for a teacher, is to understand that they are the link between the curriculum handed to them by the administration, and the students, whom are to recieve the information
8.2. As such, they must be able to understand not only the curriculum, but how the administration works, and how they are expected to convey the knowledge to their students.
9. Allan Luke on leadership within the classroom (Luke,2009)
9.1. 1. As Allan Luke states, teaching is "like dancing" in which, one must always be willing to react and cooperate with a students skill level.
9.2. In order to properly work with ones skill level however, the teacher must first become familiar with his or her students first.
9.3. It is then this familiarity, this knowledge of one's students that a teacher can then be able to properly instruct a student, or group of students, to their strengths, while also strengthening their weaknesses.
9.4. This also means that knowledge of the curriculum and various methods of teaching in one's "repertoire" or one's "toolbox" is very important
9.5. As the school day, or year continues, one's method of teaching will continually have to change to match the mood, abilities or attentiveness of the student. By doing this, they keep their students engaged, creating a better environment for learnign and ensuring they aren't still dancing the "chacha" when times already passed to start the "Samba"
10. Social environment
11. Within the classroom: inclusion vs discrimination
12. Outside of the classroom: education reacts to change
12.1. For example, schooling was not compulsory for many centuries, instead only available to the privileged few, who weren't obligated to familial duties, who enjoyed "the good times" (Loerke,2012,pg. 1)
12.1.1. As such, it wasn't until industrial revolutions and world wars had occurred that schooling had become compulsory (Loerke, 2012, pg.2-3)
12.2. The ideas of modern education are a result of Friedrich Froebel, who believed that education should not be built simply be the "transmission of knowledge, but the development of character and motivation to learn" (Loerke, 2012, pg. 4)
12.3. In other words, school should be a place in which you learn how to learn. Developing curiosity in order to become life long learners in life.
13. Allan Luke:second wave teaching
13.1. As Allan Luke (2013) says in this video, once preliminary teaching has been accounted for, it becomes easier to teach contemporary sources to students
14. As was stated in Gerald Walton's article: " Bullying and Homophobia in Canadian Schools: The Politics of Policies, Programs, and Educational Leadership", "schools have never been a place for just learning" (2004, pg.4)
14.1. Schools have forever been as much a place for socializing as it has been a place of learning.
14.2. While these social interactions can, and will for the most part, be favorable and positive, there will of course still be some which are unfortunately negative. This would mostly categorize as discrimination.
15. Federal involvement
15.1. While there is no centralized federal educational body in Canada, there is still government involvement
15.1.1. The government body involved in Alberta Education is the provincial government, specifically the cabinet in government, in which one member is appointed as the minister of education for the province.
16. Minister of education
16.1. The minister of education, working alongside the provincial government will determine new curricula and areas of focus for schooling.
16.2. The minister of education also plays a vital role in determining the allocations of provincial fudns towards education.
16.3. Along with the deputy minister ( a civil servant on the cabinet) will oversee the work of the entire department.
17. school boards
17.1. The duties of the school boards are to run day-to-day operations of schools, including paying teacher salaries, and opening or closing schools as is deemed fit
18. The Alberta Teachers association (ATA)
18.1. Acts as a union and professional organization for Alberta teacher. Membership is mandatory for all permanent Alberta teachers.
18.2. The ATA will deal with cases on an individual basis, as well as hold workshops and democratic ideas in order to provide professional development of its members.
19. The Ministerial order
19.1. The mandate given by the minister of education to the teachers of Alberta demonstrating a clear understanding of the aims and values desired for all students (k-12) in the Alberta education system.
20. These values are important because:
20.1. The teacher must understand and interpret these values and instructions in ways that they can then teach their students in order to satisfy these goals.
20.2. Since the students themselves are typically unaware of these aims in the curriculum, particularly in younger grades. Therefore, it is the goal and duty of the teacher to manipulate their lesson and the curriculum in order to properly achieve these goals and still educate their students in the curriculum.
21. Perrenialism
21.1. Teacher's role: a dispenser of knowledge. The teacher is the most knowledgable and experienced in the classroom and can be designated a "taskmaster"(Loomis,Martin, 2007)
21.2. The curriculum is based upon an idea that there exists only one "universal truth". The basis of the curriculum then, are classic pieces of works, such as mozart or shakespeare (proven by longevity to have been part of the universal truth)
22. Dedication
23. How to be an educator
24. The Ultimate goal: A learning environment, free of discrimination.
24.1. This becomes the responsibility of the teacher, principal and other authority figures within education in order to recognize and rectify potentially discriminatory acts.
24.1.1. This can include solutions such as having a discussion with the involved parties, contacting proper authorities or other courses of actions.
24.2. As the closest authority figure to any given situation at the school, it then falls upon the teacher primarily in order to understand one's students and realize when something is affecting their moods or behavior.
24.3. As these problems have been gaining awareness, particularly the problems concerning the LGBT community, we are also seeing a rise in groups to provide support, such as TEACH, or rainbow youth talk ( Walton, 2004, pg.7)
25. Unfortunately there have been failures of this goal: (Walton, 2004, pg.2)
25.1. Columbine (1999)
25.2. Taber, Alberta school shooting (1999
25.3. the beating and murder of Reena Virk in B.C ( 1997)
26. The philosophies of teaching
26.1. The philosophies of teaching can be viewed as spectrum, with main differences being the role of the teacher, as well as who decides the curriculum.
27. Essentialism
27.1. In this philosophy, the teacher is once again the master of the classroom, being the most knowledgeable, particularly of the curriculum.
27.1.1. In essentialism, the main idea is that every student must master the skills needed in one particular level, before moving on to the next. The goal then, is to teach students the skills they will need to be successful members of society and the workforce. What skills and values these are, depends upon society as a whole. For example, society today would hold that reading and writing are indispensable skills for a citizen to work today, however in recent times, technology competence is becoming more important every day. Therefore this philosophy changes more often than the perrenialism philosophy.
28. progessivism
28.1. The teachers role begins to shift, as they are now seen as "guides, rather than taskmasters" according to John Dewey (Loomis,Martin, 2007) Teachers then must be able to understand their students and help them choose a path of education that will interest them.
28.2. The students begin to control the curriculum, as it is meant to be based off the interest of the student. This means that some old works are vital to this philosophy, as well ans contemporary sources, however it is up to the students themselves to decide which sources to study
29. Existentialism
29.1. The teacher is a facilitator, helping each student find the best methods and resources in order to study. (Loomis, Martin, 2007)
29.2. Existentialism is the focus on the individual. The curriculum is entirely based upon the individuals needs and interests. They will perform many tasks at once, while also achieving many learning goals simultaneously
30. Social recontruction
30.1. In this philosophy, the teacher can be seen as a peer with the students. They will still provide guidance and experience to the curriculum and in situations, but due to the curriculum, they leanr alongside the student.
30.2. The curriculum is based upon the modern world, and social problems arising. For example, lessons in this year would have focused on ebola outbreaks in Africa, and used as a gateway into discussion and assignments with other diseases, through this method. The ultimate goal of this philosophy is that every student becomes a lifelong learner, and as such the teacher himself is also learning alongside the students as social problems arise and resolve.
31. What is the ultimate goal in understanding how to be an educator?
31.1. The goal is then to read and react very well with one's classroom.
31.1.1. As Allan Luke (2009) said, teaching is like dancing, and what is right in one scenario ( the cha cha) may not be right when certain situations arise ( the samba). It is then the teachers job to recognize when a method, or philosophy isn't working, and quickly change to meet the needs of a student.
31.1.1.1. As one educator said (Loomis,Martin, 2007) her philosophy has changed throughout a long career. They are not a stagnant quality. They are constantly changing to reflect a particular classroom, or even individual students.
31.2. The educator must be able to understand one's students and correctly assess and help them in any given scenario, or handicap upon learning.
31.3. Perhaps then, the greatest thing an educator an understand is that their role is to be the motivators of students in order to encourage them to be life long learners and desire to learn how to learn
32. Reflective teaching
32.1. According to John Dewey, reflective action is the "active,persistent, and careful consideration of any belief or practice in light of the grounds that support it and the further consequences to which it leads." (Grant, Zeichner, 2000)
32.2. In other words, reflective action is a way to meet and respond to problems. Therefore a reflective teacher must meet and respond to problems within the classroom.
32.2.1. Once again, the teacher must be familiar with the classroom in order to perceive disturbances within it. Failure to recognize the problem will also result in a failure to solve the problem and a failure to meet the needs of the students in order to create a safe and inclusive learning environment.