Reflection
I have chosen this 'broad' philosophy early in my teaching course, but already have some planned ammendments. It was written sitting on a beach under a shady tree watching my daughters play in the sand and rockpools. As I watched them I pondered how they can be engaged in the same activity for prolonged time without even food or water (having to stop them several times to have a drink over the 4 hours we were there!).
- They were interested - the insides of jelly-fish moved
- It was real-life and relevant - saving jelly-fish from drying out on the beach is important
- It was certainly fun - showing other children the jelly-fish
- It inspired learning - wanting to know what jelly-fish ate, trying what they could find on the beach to entice the jelly-fish
- They felt safe - mum and dad were close by and had informed them those jelly-fish were not poisonous, if they found something else just ask us for assistance
- Their worldview includes cartoons where superheros save the day, but there is sometimes sad endings. The sad ending was that mum and dad called them up to go home and they couldn't save all the jellies. Understanding their worldview assisted in our explanation that they would not go to waste and would become food or nutrients for some other life form.
- This philosophy is perhaps unachievable for early service teaching, putting undue pressure on myself
- How can you cater to all students all the time. Its obvious that some students are auditory learners where others are visual or tactile/kineasthic. Therefore how can you be interesting all the time when needing to teach in a way that some students will switch off?
- How can you be consistent when you need to be varied?
- How can I assist a student to feel safe in the community?
- How can I influence the school if I am a beginning teacher, finding my own feet.
- Would choice theory seem to permissive to younger students that perhaps would do better with assertive discipline that Lee & Marlene Canter (1976) developed (as cited in Lyons et al 2011).
- Choice theory is best implemented as a whole school program. This may be difficult therefore at schools that adopt other theories (Lyons et al 2011).
- After discussion with mentor teacher, the school's philosophy and class teacher's must be followed.
- After assessment and immersion in class dynamics this philosphy may not suit.
- Alter Choice theory to Cognitive behaviour therapy to teach a portable repetoire of skills.