When I think about what I want my students to learn as a result

of my teaching, I do not want them to equate learning with the

memorization of facts or competing with their classmates or even
looking at school as one class after another in which they will either
pass or fail. Instead, the goals I will set for my students are to become
problem-solvers, collaborators, and motivated life-long learners.
Students will not arrive to these traits on their own. As the teacher, I
will have to provide students with ample opportunities to exhibit
problem-solving skills, promote a welcoming and collaborative
environment in which all students are valuable, and show students the
real world application learning can have.
The objectives I have for student learning are in direct correlation
with the ideas anchored in the multiple learning theories. In order for
my students to become better problem solvers they will need to stay
motivated throughout a task as well as be able to make connections
between previous knowledge. Development learning theory states that
tasks need to be appropriate for students based on their age and
general background knowledge. This tells me as a teacher that if a task
is too difficult for students, they will not feel motivated to put effort
into solving the task. Scaffolding becomes a part of this idea as well
which relates to social learning theory by providing the right amount of
support needed so each student can be successful. Another aspect of
social learning theory is allowing students to use their peers as
resources to gain information from. The idea that students can learn
from one another will help achieve my objective of promoting a
classroom of collaborators versus competitors. Lastly, I want to touch
on how the design of curriculum can also advance those student
objectives. I believe theme units lend themselves for students to make
connections between subject areas, better yet when those theme units
are related to real world experiences it creates this notion of motivated
life long learners.
All of the instructional strategies just stated will not mean a
thing, however, if as the teacher you are not monitoring how students
are responding to that instruction. Throughout individual lessons or
even long-term units, I will check for student understanding through
informal assessments such as discussions with students as well as
more formal assessments such as group projects or written work. For
example, in terms of reading is it obvious that students are utilizing
various comprehension strategies to make meaning of what they read?
In math, are you incorporating number sense and operational thinking
in a meaningful context so it is not simply the memorization of facts?
I believe whole-heartedly that when students receive quality
instruction from teachers, every child will be successful. Every child
regardless of socioeconomic status, gender, race, culture, or language
will be able to thrive in the real world. If I can help students find their
passion and provide them with the skill set to go after that passion,
that is how I can be successful.