Social studies classrooms are supremely situated to study culture, society, history, its leaders and peoples, and the controversial moments of time. I believe that social studies educators must help students apply the lessons of the past to the challenges of today in ways both ethical and moral, empowering them to participate fully in America’s democratic society.
As such, I believe:
In critical pedagogy
- that as a participant in the democratic process I am a teacher as learner and my students are learners as teachers, necessitating student centered instruction, assessment, and classroom management
- that schools are not neutral environments, but subject to political and social pressures and expectations, so I must help students gain critical consciousness about the impact on society of their, and others’, decisions
In the inherent, individual nature of each student
- that learning requires assent, desire, action; it is characterized by discovery and surprise
- that differentiated instruction and aligned assessment is the best way to meet not simply academic needs, but the specific needs, demands, hopes, desires, and potential of my students
- that there is no substitute for authentic instruction and assessment to meet the varied learning styles and intelligences of each student
- that arts-based integration motivates students and increases comprehension and understanding regardless of cultural or economic background
In the power of reflection to improve teaching and learning opportunities
- that reflection allows everyone to consciously choose who they are becoming, whether a teacher or a learner
- that the time to take control of my instruction, and my students of their learning, is now; that our growth and development is in our hands
- that I need reflection to best inform and guide my theory based practice
