- HOME
- Table of Contents
- Resume
- Philosophy Statement
- 1. History of Jewish/General Education
- 2. Assessment
- 3. Curriculum
- 4. Language Development/Hebrew
- 5. Personal Development of Teachers
- 6. Collaboration/Community
- 7. Technology
- 8. Learning and Cognition
- 9. Evidence-Based Practice
- 10. Child Development
- 11. Content Knowledge
- 12. Ethics and Values
- 13. Instructional Methods
- Inspiration/Chizuk
- Post-Observation Reflections
It was interesting and valuable to re-write my Philosophy of Education after 2 years of Azrieli and in my second year of teaching. Writing the statement for my first class, Foundations, was a great way to start my graduate school career, to crystallize and articulate why, indeed, I thought I wanted to pursue education as a career choice. My vision was idealistic, informed from the positive experiences of my own education and several teaching encounters, and therefore hopeful for future success in this noble profession.
Revisiting my reasons and approach to education after classroom learning and classroom teaching, my resolve has become strengthened, more informed, more attuned to the realities of student learning, and to the necessary qualities of a good teacher. My vocabulary of educational terms has become more sophisticated, enabling me to converse with colleagues in a more mature way, to be more sensitive to student needs, and therefore provide better support. Many courses in both general and Jewish educational theory and practice have focused my thinking about and leading of the classroom. Learning the research in various fields, and often learning in research about issues I have encountered, has reassured me that I am not alone in my dilemmas and the needs of my students, but that I can seek answers from others who have “been-there, done-that”.
Working in real-time classrooms while attending Azrieli has been an excellent way to reinforce and actualize what we learn in our courses. Information has not remained theoretical, but has been put-to-use, concretizing it in my mind and practice. Coming to class and discussing issues with our professors who double as mentors, as well as with fellow classmates who double as colleagues, is very comforting, and insightful. I have become more nuanced in my thinking about my own role and responsibilities, and about the infinite possibilities for student learning.