Judgment can be extremely powerful. Judgments can create or destroy relationships, build people up, or tear them down. As human beings, both my future students and I live in a world where we are constantly bombarded with the negative effects of judgment. My students, in fact, will experience judgment on a regular basis. During my schooling, I had my beliefs questioned on a regular basis because I was Mormon. I felt the judgment of my peers, even as far as being told that I could no longer hang out with one of my best friends as soon as her parents found out I was Mormon. In high school, one of my teachers questioned multiple parts of my beliefs in a lesson on Mormonism. I sat bewildered. As a sixteen year old kid, I was far from a theologian. I only knew what I believed and hoped that I would not mess up too terribly. I felt the eyes of my classmates boring into my head as I shakily answered questions about temple worship, Joseph Smith, and others. As I met this judgment, I chose to use it as an opportunity to teach acceptance. I was able to explain that Mormonism, although different from other religions in some specific practices, fundamentally teaches good values regarding family, love, and daily worship. I saw the judging eyes of some of my classmates fade away as I explained that we all are fundamentally connected. Through this experience, I learned both the negative effects of judgment, but also human beings immense ability to accept.
Experiencing this struggle, I realized the importance, as a future educator, to rid my mind of judgment. I will have students who are minorities or those who have had hate planted in their hearts for people they do not understand. I need my classroom to be a place that my students view as a safe haven away from the worries and the strife of the world. Through this, I will not only teach the three R’s (reading, writing and arithmetic), but I will also teach love, acceptance, and the value of an open heart. Through creating an environment of safety, the walls of judgment can and will fall.
Here’s another post from one of our guest bloggers, Jessica Lyon. Check out her previous post here!
In my final semester of coursework here at BYU, I am currently taking a classical traditions course by Dr. Stephen Bay (CL CV 201). As I sat in lecture today my professor contrasted Plato and Aristotle – both students of Sophocles. While they both had the same teacher, they had vastly different opinions on how people learn. Aristotle believed that to learn about something, you needed to become an expert on it. Plato believed that we learn by experimenting with the world around us.
I am in agreeance with Plato. Aristotle became an expert on almost everything, but when he died, most of what Aristotle had determined as “facts” proved to be completely incorrect. To me, this proves that knowledge cannot be transferred without having some sort of experience. In my last post, I talked about how in order to teach, all we need to do is facilitate, or encourage, knowledge. Plato echos those same sentiments.
Plato understood that in order to learn you just need to wonder and ask questions. Sophocles never formally taught or lectured Plato and Aristotle; they learned by asking him questions and experimenting with his philosophies. Wouldn’t it make sense to teach our students the same way the Greek philosophers were taught? Think of what our students could accomplish.
Here’s a challenge for you. Give each student in your class a piece of Play-Doh. Ask them to use the Play-Doh to prove to you if a sphere has sides or not. You don’t need to tell them how or what you expect to see, just let them go. I guarantee your students will come to the conclusion that there are no sides on a sphere. Probe their knowledge. Extend their knowledge. Encourage their knowledge… for that is your role as an educator.
Jessica Lyon is a senior from Cedar Hills, Utah studying Elementary Education. In her spare time she enjoys preparing her 3rd grade classroom for the Fall and learning about learning.
Getting students excited about books may be a challenge within your classroom. Book talks are a great quick way for teachers and fellow students to introduce books and hopefully catch some of the students’ interest. They can be done with any age, whole class or small group. The following are the four key ideas that should be included in a book talk:
- Personal Connections – Make personal connections to not only your life, but the lives of your students.
- Brief Overview of the Book – Talk about the main idea of the book and make sure not to give away the ending.
- Read a Passage – Choose a page or two to read aloud to the class.
- Invitation to Read the Book – Invite them to read to find what will happen in the book.
Teachers have one of the most difficult jobs in the world. They are expected to cater to the needs of every student in their classroom, including those who are above grade level, those who are on grade level, and those who need special intervention. Teachers are stretched to an almost unimaginable level. Now, in addition to increasing class sizes, classrooms are being integrated with special needs. Teachers are required, usually with help of a special aid, to cater their lesson plans to all the students. This is an important issue in education, and one that I believe needs to be discussed and understood.
In high school, I had a close relationship with a boy with down syndrome named Joey. Joey was full of love and life. He lifted every individual he came into contact with. I loved seeing Joey at school. Joey is a wonderful example of the joy that can come through integrating those with special needs. His presence enriched both our education and his. He was able to become acquainted with the way in which classrooms are typically run, and the students in the class were able to learn from him about how to interact with those who live with disabilities. From an outside perspective, I can easily see the immense joy that Joey brought to each classroom he entered, but as a future educator, I see this integration with new eyes.
Joey’s teachers were stretched to a new level. They were required not only to deal with the average needs of any classroom but also with the far greater individual needs of this young man. Those in the classroom may have learned important lessons about acceptance, but did they learn the prescribed subject? Are teachers simply stretched too far with open, packed classrooms to correctly accommodate those with special needs?
I can see the merit behind both sides of the issue. There are those who believe that those living with disabilities should be a permanent part of the classroom and those who believe that integration places too heavy a burden on education. I cannot say what is right because in each circumstance the answer may be different. But I believe that the tough choices must be made to ensure that all of the students are receiving the proper and necessary education. Where students with special needs fall in that spectrum is on an individual basis and should be handled as such. I am interesting in the seasoned teachers perspective on this issue. Feel free to comment and share your wisdom!