My Ideal Classroom Essay Sample

9 September 2017

“We want all immature people to hold a successful life. This means success in worthwhile activities and relationships which they have freely engaged in and which they pursue wholeheartedly. ” ( White. 2007: 26 ) I entirely agree with Professor John White and believe that the chief intent of the educational system should be to advance and help in the development of all-around persons who are capable of encompassing the challenges of life in a modern society. In the past decennary the universe has experienced. what Drucker calls a “transformation” . The passage from the Industrial Age to the Knowledge Age requires one to take a fresh expression at the really intent of instruction. ( Trilling and Hood 2001: 9 ) . In position of this transmutation. I will get down this paper by looking at the deductions on the Education System of the alleged Knowledge Age and the demand to redefine the indispensable intent. range and procedure of instruction to accommodate the demands of the future coevalss.

After set uping the demand for educational reform. I will show to you my position of. “The Ideal School” . I will look into the nucleus values of my ideal school. the course of study aims. content and organisation and the instruction teaching method that will enable my ideal school to carry through its aims. Based on the dogmas of. “My Ideal School” . this paper will than look into what will efficaciously interpret as. “My Ideal Classroom” . I will concentrate on a foundation phase schoolroom as the premiss for my paper. This subdivision will place the design of the schoolroom. the schoolroom environment and instruction pattern. Last. this paper will foreground the importance of developing plans for continual betterment in instruction and schoolroom pattern. Overall. this paper attempts to pull a image of “My Ideal schoolroom in my ideal school” based on professor John White’s stating that. “One purpose of instruction is to unlock many doors. to introduce immature people with constituents of a booming life and to promote contemplation on them. the grade of value they contain. and to prioritise among them” ( White 2007:39 ) .

Globalization & A ; the IT Invasion – Are we ready?
“The challenges that our cognition Age brings to larning and instruction are great. but the promise of a new Renaissance of larning and cognition in our society is even greater” ( Trilling and Hood. 2001:28 ) . The first measure in educational reform is to acknowledge current and future tendencies brought upon by globalisation and the cognition revolution and its deductions on universe economic systems. the environment. communicating. engineering. wellness and eventually instruction. Having entered the Knowledge Age. our response to each of these ends shifts dramatically. disputing our full instruction endeavor ( Trilling and Hood. 2001:9 ) . “Redundancy and volume of information. the outgrowth of new engineerings in media ; new signifiers of individuality. both our ain and those of the people that we teach. inter-act with and work with mundane ; volatile economic environments and work topographic points that require we be fancy on our pess and juggling cognition and information ; competitory environments that are paradoxically extremely competitory but besides necessitating that we work together in squads and collaboratively” . ( Luke. 2012 )

I agree with the above statement made by Allan Luke. In visible radiation of the current scenario confronting our society we need to take a fresh expression at the intent of instruction. the topographic point of schools in modern society and to plan a new course of study to accommodate the demands of the Knowledge Age. As information and communicating engineerings become portion of our day-to-day lives we must larn to get by with its benefits and its possible dangers such as habit-forming in writing force and titillation. feelings of societal isolation and even depression from over-immersion in electronic media infinite. etc. ( Trilling and Hood. 2001: 10 ) . In the past decennary. many schools have included ICT as one of the nucleus topics. However. successful ICT work requires careful thought as portion of a whole school scheme combined with specific. structured schoolroom readying. It is paramount that the school teaches its students accomplishments referred to by Trilling and Hood as the Knowledge Age Survival Skills. These accomplishments include communicating. traverse cultural apprehension. creativeness. critical thought. coaction. computer science and calling and larning autonomy. This has of import deductions on schoolroom pattern. teaching method and the content being taught. Where larning through facts. drill and pattern. and regulations and processs was so adaptative in the Industrial Age. now larning through undertakings and jobs. enquiry and design. find and innovation is more fitting for the times. ( Trilling and Hood. 2001: 16 ) My Ideal School

The English School course of study purposes at assisting every immature individual to populate a fulfilling life and to assist others to make so. ( White. 2007:32 ) However. how efficaciously it achieves this purpose is extremely problematic. In world. schools are widely seen as spheres of competition for success in public scrutinies and entree to well-paid occupations ( White. 2007: 32 ) . In order to set up a model of my ideal school I believe. we must get down by specifying what is basically the intent of instruction in today’s universe. Core Valuess of My Ideal School

A positive school ethos can significantly impact on the well-being of its students and staff. In order to construct a value system it is of import to set up a strong sense of community within the school and an ambiance that encourages citizenship. ( The Highland Student Council. 2010: 2 ) . After all it is through instruction within a community that kids would go members of a moral universe. ( Hirst and White. 1998: 68 ) . As the first measure in developing a course of study. which would enable the school to accomplish its purposes we must foremost find the nucleus values the school is meaning to instill in its students. Rational Planning for educational course of study begins with consideration of those qualities in head that are required for a all-around complete instruction. ( Hamm. 1989:62 ) . I believe that my ideal school should develop its pupils to be planetary citizens and scholars who strive to be: Inquirers. Thinkers. Communicators. Knowledgeable. Principled. Open-minded. Caring. Risk-takers. Balanced and Reflective ( IB learner Profile Booklet. 2009:5 ) . The Ideal Curriculum for My Ideal School

Harmonizing to Marsh. “Curriculum is all planned acquisition for which the school is responsible” ( Marsh. 1997:7 ) . However. in A Life in Classrooms. Philip Jackson has identified the things that pupils learn that are non explicitly taught in the formal course of study. inexplicit messages about values. attitudes and norms of behavior that emerge through a school ethos itself ( Jackson. 1998 ) . He calls this unintended larning the ‘hidden curriculum’ . Harmonizing to Ivan Illich in his 1971 book Deschooling Society. there was a concealed course of study in western instruction that indoctrined students. smothered creativeness. induced conformance and encouraged credence of the ‘status quo’ ( Illich. 1971:1 ) . My ain school experience was really similar to the one described by Illich and therefore. I strongly believe that the course of study needs to be rectified. The cardinal constructs in planing the course of study are to find its intent. content and organisation ( Marsh. 1997:7 ) . The Curriculum Aims

John White of London’s Institute of Education says schools should be instilling cognition relevant to modern society such as the ability to populate healthily. to pull off money and to happen fulfilment ( Bloom. 2007: 2 ) . His course of study aims come under four headers that are as follows: personal fulfillment. societal and civic engagement. part to the economic system and practical wisdom. I entirely agree with Professor John White. Students should be taught the accomplishments they need to win in the hereafter. non merely in their callings but besides in their societal and household life. I believe that the school course of study is non self-contained but has its topographic point in the wider upbringing of the kid ( White. 2007: 31 ) . Last but non the least. schools should develop a love in pupils for womb-to-tomb acquisition. and the ability to go natural enquirers and minds. Persons who can reflect upon their ain strengths and restrictions and besides understand the importance of rational. physical and emotional balance to accomplish personal fulfillment for themselves. I would wish to reason by emphasizing that the course of study must provide for every facet of the pupils demands. non merely allow them a making.

( hypertext transfer protocol: //willfoxoneducation. blogspot. com )
The Curriculum Content
“Statements about what should be in the course of study represent what things powerful groups in a peculiar society think pupils should larn. and encapsulate value opinions about what kinds of cognition are considered of import and what attitudes pupils are expected to emerge with. It is assumed for illustration that what is most of import is the acquisition of topics and some topics are given precedence over others” ( Dr. Paechter. 1999:1 ) .

I believe Dr. Paechter has taken a really negative position of forming the course of study content into a assortment of countries of survey or topics. In my sentiment. this allows a sound construction and organisation to the wide countries of cognition. For the intent of the Foundation Stage Classroom. Language & A ; Literature and Mathematics & A ; Logic should be considered the nucleus topics. Science and Social Studies should be taught as Unit of measurements of Inquiry. Language Other than English. Art. Drama. Music. IT and Health & A ; PE should be considered foundation topics.

The one topic I would wish to include in the current school course of study is Global Citizenship. Citizenship is a really of import topic because its gives kids a sense of the society in which they live. how it works and the portion they can play in. doing it better ( Anon. 2009 ) . The intent of this topic would be to develop pupils to go planetary citizens and to learn them about universe issues such as poorness. predicament of the underprivileged. environmental issues such as planetary heating. depletion of natural resources. democracy. political equality and a regard for diverseness. Most significantly it would learn pupils international mindedness and the importance of giving back to the community as a portion of life. The Child’s character must be shaped by offering the right types of experiences to make a concern for society and community ( Bloch & A ; Kennedy. 2001 ) . My Ideal Teaching method

Teaching method means the method of learning interpreted in the widest sense ( Winch & A ; Gingell. 1999: 170 ) .
Harmonizing to Freire the ‘banking’ construct of instruction where the instructor is the depositor and the range of action allowed to the pupils extends merely every bit far as having. filing and hive awaying the sedimentations must be rejected in its entireness ( Pollard. 2002: 365 ) . Harmonizing to Mike Bottery there are four educational doctrines ; Cultural transmittal. Child centered. Social Reconstruction and GNP codification ( Bottery. 1990: 6 – 16 ) . I believe that consideration of course of study building should be from the position of the kid ( Hamm. 1989:73 ) but at the same clip it should non wholly disregard the elements of the other educational doctrines. This is because cultural heritage demands to be retained ; the involvements and capablenesss of the kid demand to be taken into history. the school must originate the student into rational unfavorable judgment for the betterment of society as a whole and students must be given an instruction. which enables them to derive a occupation once they leave school ( Bottery. 1990: 6-16 ) .

My ideal Pedagogy is built on an old thought expressed by a Chinese philosopher who more than 2000 old ages ago said:
“Tell me and I forget. Show me and I remember. Let me make and I understand” ( Abbott & A ; Ryan. 2001: 9 ) .
My Ideal teaching method is based on the undermentioned dogmas:
The Teacher as a Guide – The Role of the Teacher is to move as a facilitator. The instructor is to contrive state of affairss or to present stuffs. which are so structured. that appropriate experiences must be provided for the kids ( Hirst & A ; White. 1998: 202 ) . Learning through Inquiry – The course of study is implemented through a rich agenda of find. presentations. undertakings. presentations. treatments. field trips and experiments ( Trilling & A ; Hood. 2001: 22 ) . Child as an agent of his ain acquisition – The Child is seen as active. involved and responsible for his acquisition and behaviour ( Pollard. 2002:143 ) . Promote success and surrogate intrinsic motive – a whole school focal point on acknowledging and observing positive behaviours whether it is an academic accomplishment. an athletic victory or an act of kindness.


A Parental Involvement plan – This is really of import because after all parents are a child’s foremost and main pedagogues ( White. 1997: 101 ) . A Global Community Concern Program – This plan would supply chances for students to acquire involved with community work. This could affect junior school pupils running an Eco Committee. under the counsel of a instructor. etc. School responsible for development of the student as a whole individual – The school has appropriate support constructions in topographic point to supervise the personal. societal and emotional facets of larning in the signifier of pupil counsellors. group activities. “Theme of the Month” . for illustration Say No To Bullying. etc. Social. emotional and behavioural accomplishments underlie about every facet of school and are cardinal to school betterment ( DFES. 2005 ) . Learning is Fun and Lifelong – Learning through drama. narrative stating. role-playing. games. and activities. Play is critical to a child’s acquisition and hence critical to school ( Pollard. A. 2002: 143 ) .

My Ideal Classroom
The schoolroom represents ‘home’ for five or more hours of each weekday during term times for kids and instructors likewise ( Moyles et. Al. 2003: 173 ) . The schoolroom environment is an built-in portion of the acquisition procedure and no instructor or pupil can be unaffected by it ( Marsh. 1997: 125 ) . Harmonizing to Moyles. the critical elements that affect a schoolroom environment are the physical environment both indoors and out-of-doorss. the construction ; which includes the category modus operandis. resource direction. behaviour and the communicating of the rights. duties and regulations. “Classrooms are non inactive environments in which instruction and larning happens to take place- they should be designed to advance and heighten larning. They should actuate and excite. and they should be planned to do the most efficient usage of the most of import resource – viz. the teacher” . ( Pollard. A. 2002:196 )

The Class Layout
Multimodal Semiotic Analysis. an attack developed by Professor Gunther Kress. can be used as a agency of understanding the instruction and acquisition procedures in any schoolroom. ( Kress et al. 2005 ) . Harmonizing to this attack the factors that contribute to the overall effectivity of the schoolroom include schoolroom layout. teacher motion. ocular shows. address. regard and gesture. voice quality and besides student’s position and motion ( Kress et al ; 2005. 21 ) . However. even though Kress et Al ; show in their book “ English in Urban Classrooms” . two illustrations multi-modally described. there is no information or grounds in finding which manner is better or contributing to classroom acquisition. This brings us to the inquiry. “Is there one best expression? ” The first measure in planing the ideal schoolroom is to make up one’s mind upon a category layout that is contributing to larning. My ideal schoolroom would let the instructors the flexibleness to set up the desks based on the types of activities taking topographic point. Collaborative group work requires tabular arraies to be organized in such a manner that cooperation and interaction between kids can take topographic point ( Moyles. J. 1995: 35-40 ) .

Each desk will sit a group of three to four students and each desk will hold colour pencils and stationary to let pupils to finish their work. There would be a reading country for the students to be able to pick up a book of their pick and read after they have finished an activity every bit good as an IT station. A rug country is necessary to convey the whole category together for carry oning circle clip. units of enquiry. or treatment of category events or subject subjects and the sharing of thoughts. Routines should be established and clearly communicated. Each student should cognize where to travel. what to make and where everything belongs. “A quality schoolroom is one where there is a topographic point for everything and everything is chiefly in its place” ( Moyles et. Al. 2003: 176 ) .

Each student will hold his ain tray to maintain his work and students will be given duty to maintain the schoolroom clean and organised. Train and Trust the Children ( Moyles. J. 1995:35-40 ) . Each category should hold easy entree to H2O and lavatories. which at this age can do students dying and uncomfortable. Classroom Displays has three distinguishable utilizations: it can observe. stimulate and inform ( Pollard. A 2002: 198 ) . Wall shows can be used to expose pupils work which would be a beginning of pride for the students and to present the unit of enquiry and besides give a clear description of the day-to-day category modus operandi. clip table. regulations and duties. And last but non the least as portion of their day-to-day school everyday Foundation Stage students should hold entree to an out-of-door drama country or a garden to interrupt the humdrum of the schoolroom and to let for free drama. Pupil Grouping

As the grounds sing the impact of the assorted student grouping schemes on attainment and acquisition remains inconclusive ( Kutnick et al. . 2006: 7 ) . I believe it is safe to presume that the chief motive behind make up one’s minding on an effectual student grouping scheme is to make a stimulating and safe acquisition environment. My preferable attack is however based on the premiss that there is “no best way” . and that. “one manner does non suit all” .

I believe that students in Foundation Stage should be organized in assorted ability schoolrooms. This enables that all pupils learn from each other and enhances inclusivity. Teachers can use within-class grouping by forming students on tabular arraies of four based on the undertaking or undertaking. This attack to grouping should be flexible and should take into history non merely the pupil’s ability but besides their personality and societal interaction. The groups should be restructured as the unit of enquiry or subject alterations to let for enhanced equal interaction and societal development. Bettering Classroom Practice

Continuing professional development is critical for personal fulfilment and for developing the quality of educational proviso ( Pollard. A. 2002: 346 ) . In order. to continuously strive to better schoolroom pattern the educational system must be flexible to the altering demands of society. School Management must actively work on and implement a instructor development plan to back up professional enrichment. This can be done in a assortment of ways ; by set uping a civilization of coaction in school so the instructors can larn as they take portion in the ‘community of practitioners’ within the school state of affairs ( Pollard. A. 2002: 354 ) . Another manner of bettering schoolroom pattern is through coaction with a spouse school someplace else in the universe affecting a teacher exchange plan. As seen in the assorted pictures on Teachers Television there is a batch we can larn from seeing how educators/teachers in different states approach learning and larning. Last. professional development can be achieved through preparation workshops and through carry oning in category observation. “Observation is a cardinal portion of preparation for early old ages practicians. It is cardinal to the procedure of appraisal. rating. contemplation on pattern and action research” ( Hargreaves & A ; Wolfe. 2007: 209 ) .

Decision
Harmonizing to Trilling and Hood there are four traditional purposes of instruction in our society. Education empowers persons to lend to society. carry through their personal endowments. carry through their civic duties and carry tradition frontward. ( Trilling and Hood. 2001:9 ) . I believe my ideal school should take to develop asking. knowing and caring immature people who help to make a better and more peaceable universe though intercultural apprehension and regard and who strive to go active. compassionate and womb-to-tomb scholars. In order to accomplish this. careful consideration must be given to the building of the course of study purposes and content. learning teaching method and the schoolroom environment. Though for the intent of this paper I have attempted to pull a image of “My ideal schoolroom in my ideal school” . I am to the full cognizant that there is no best or ideal manner. Still we must exhaustively analyze the demands of a altering society. the influence of globalization and the cognition age and reflect upon how to accommodate the instruction system to run into the demands of the hereafter in a more effectual mode. “Knowledge emerges merely through innovation and reinvention. through the restless. impatient. go oning. hopeful inquiry human existences pursue in the universe. with the universe and with each other” . ( Pollard. 2002:365 ) .

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