Turns Gives Bounded Goals Enviornments That Refle

“Every environment implies a set of values or beliefs about the people
who use the space and the activities that take place there….each
environment also influences the people who use it in subtle or dramatic
ways” (Jaruszewicz, page 10).

In Week One you discussed a teaching philosophy and curriculum
which most closely matched your own teaching philosophy. This
discussion question will expand on these ideas and focus on the
classroom environment. Watch each of the following videos:

Montessori approach: Developmental Stages (Links to an external site.)Links to an external site.
Reggio Emilia approach: Reggio Approach (Links to an external site.)Links to an external site.
Waldorf approach: Waldorf’s Integrated Way of Learning (Links to an external site.)Links to an external site.

Pay particular attention to each classroom environment. Choose
one approach that you identify with most (it may be the same or
different from the approach you discussed in Week One).

THIS IS MY ARTICLE FROM WEEK ONE THAT EXPLAINS MY TEACHING STYLE:

Our text indicates that the curriculum model and curriculum approach
are sometimes used interchangeably. After reading chapter one and
chapter two of our text, I have concluded that I am closely relatable
toward B.F. Skinner’s behavioral techniques as in such with Operant Conditioning.
This makes sense because this teaching approach concentrates on
observable objectives like learning physical skills, as well as
behavioral and emotional adaptation and restructuring. Which in turns
gives bounded goals toward specific pre-determined ends.

“B.F. Skinner’s idea is that learning is a function of change
in overt behavior and the change in behavior are the result of an
individual’s response to events, i.e. stimuli that occur in the
environment. Teaching should seek to implement a reinforcement system.”
(wikibooks.org).

Finding out that I align with Skinner’s theory gave me
problems with teaching a group of children that have age gaps, cognitive
functions, and maladaptive behaviors. This is because I was trying to
train those children to expect rewards, that I forgot to realize that
this theory of teaching can lead to failure in the absence of a reward.
In reality I must come to realize that teaching should include moral
and conscious decision making. In the real world we do not realize that
this kind of teaching method could give the idea that for everything we
do we should get rewarded. We forget we must teach to know that with
hard work and learning from mistakes is what gains our rewards. That we
have to earn the rewards in life. Its more than trying to “condition”.

It will be hard to address against the history and influence of Skinner. If I were to, I would have to start but remembering that not every lesson is rewarded. We do not live in a perfect world. That is what makes going against such teaching of Skinner’s theories of human condition. Keeping a student engaged is hard work. I will stand fast in argument that we are what our environment is.

END OF MY ARTICLE FROM WEEK ONE

Utilizing the text and at least one additional resource, please discuss specific values and beliefs of the teaching philosophy/approach you selected, and explain how these values and beliefs are reflected in the classroom environment design.

(ANSWER HERE)

What elements would you identify as especially important for you to include when implementing this teaching philosophy and curriculum?

(ANSWER HERE)

Resources to videos:

1. https://secure.films.com/OnDemandEmbed.aspx?token=…