The eclectic method is the best thinking process because it gives teachers the chance of using techniques and activities from a wide range of teaching methodologies and approaches. From this, an educator is able to choose the best methodology or approach to use depending on the learners in the group and the aims of the lesson (Knight, 2008). As such, eclecticism is viewed a whole way of doing things such as listening coordinated speaking together with other subsidiary elements like form and pronunciation.
Moreover, the eclectic method is best because it provides teachers with a third option where they can fuse elements found in traditional and cognitive methods. By so doing, teachers will be delivering on the strengths of the two methods. Therefore, eclecticism manages to include knowledge construction, content integration, equity pedagogy, prejudice reduction, and competitive aptitudes empowerment. In order for the teacher to accommodate all these changes, he or she needs to embrace new ways of thinking.
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Nonetheless, inductive method is an approach that will help in building my educational philosophy forward in terms of attaining the intended teaching goal and objective. As such, examining the unsuccessful teaching behavior is paramount as it leads to basing one’s knowledge to specifying theoretical frameworks to be employed. This is vital because it culminates down to the teaching perspective of the individual’s philosophies and educational theories at play (Knight, 2008).
Nation curriculum is still contentious in America because it provides an entitlement to all children to be taught a range of subjects. As such, schools are not given an opportunity to give up on children with learning or teaching difficulties. Some people assert that standards have not worked in the past and thus, are not going to work in the near future. For them, lofty standards are easier than making them to actually work (Koonce, 2018). CCSS need resources, which are least available: high quality training for the teacher is mandatory yet the time for receiving training is a hindrance. The states that have adopted the CCSS have seen potential push backs in the system. Resistance has been faced from the political sphere. States like Hawaii and Kentucky adopted the standards even before they were finalized and this cased issues. The states that have refused to adopt the CCSS are relying on their own standards, which has resulted in political debates.
National polls conducted with regard to the Common Core have shown that majority of the people surveyed are clueless about the CCSS. The clueless state of parents shows that stakeholders will not be able to reflect on the issue. Standardized testing was also raised since no better schools have come from testing. Since people have different opinions about testing, this has raised concern over the various issues that need attention with regard to the Common Core (Koonce, 2018).
From the above, it is evident that this issue is not going to change in the future because the school’s stakeholders such as parents, the untrained school leaders and teachers are not willing to learn more about the Common Core. Changing the mindset of these stakeholders will entail their interest in learning more about the CCSS and be willing to undergo training. The fact that by adopting the CCSS waivers are given from No Child Left Behind requirements is an indication of how wrong the Common Core standards are to the community, people, and society including teachers (Koonce, 2018).
In our educational setting, we may deny that the CCSS has not been successful, but it has in ways we are not able to comprehend because they have used different labels. Arguments raised have shown that the Core is present in our educational setting. Nonetheless, many assert that the CCSS has not been successful in the educational setting of today because of its effect of “mystification” of education (Greene, 2018). This, according to Thomas Newkirk is a practice that was once viewed as within the normal educational competence of a teacher is made to be technical and advanced. As such, necessitates the requirement of a new commercial product. It is from this that teaching in the Common Core is turned into a task, as such, should not be entrusted to mere teachers or even parents.
The CCSS is also seen to narrow instruction where courses like reading and math plus others were squeezed out. Other schools are also known to eliminate recess to enable the school spend more time on test-weighted subjects. CCSS can also be understood as data tags because they label student’s tasks and achievements (Koonce, 2018). The Core has writing standards that are not complicated and with regards to reading literature it has been simplified because it does not concern itself with content. In fact, the Core’s reading standards can be attained using the morning newspaper. For many, CCSS is all about teaching students the everyday way of life in the simplest way possible by engaging the workplace engagements to facilitate the learning process.
The school’s standards-based reading program contains classic content, which is a feature of the Common Core. All this has been made possible by the re-written work done by teachers, schools, and individual districts. As such, for many teachers they have discovered the empowering truth of the Common Core because they are at liberty to teach anything in the classroom because nobody has the power to contradict their teaching methods. The school may not be using the name CCSS, but the standards are alive and bubbling beneath the public education surface of learning. The slightest education reforms undertaken will definitely reinforce the Core (Greene, 2018).
References
Greene, P. (2018, Jul 12). What ever happened to Common Core? Forbes . Retrieved from
https://www.forbes.com/sites/petergreene/2018/07/12/what-ever-happened-to-common-core/#1baad0cb3270
Knight, G. (2008). Issues and alternatives in educational philosophy (4th ed.). Berrien Springs, MI: Andrews University Press. Retrieved from https://universitypress.andrews.edu
Koonce, g. l. (Ed.) (2018). Taking sides: Clashing views on educational issues expanded (19th ed.). Maryland: McGraw Hill Publishers
