Personal Statement for what Pedagogy Means to Me:
Content Pedagogy seems to fit my definition-preference and understanding of what pedagogy represents. This definition, stating that pedagogy is range of teaching skills and abilities used to impart, explain how these skills actually lead to enabling students comfort and confidence to succeed in a healthy and safe learning environment. It take a comprehensive set of skills to creat such an atmosphere, where students’ are cultivated to achieve highly both academically and personally. I admire how these skill within the effective educator capacities’ are also found in the professional teaching standards for all educators, including the dispositions, essential knowlgde, commitments that allow them to practice at these high levels, and fromfessional teaching dispositions.
As chapter one outlines so clearly in Best Practices (Zemelman, Daniels & Hyde, 2005), WHAT is being taught and HOW is the most important factor when considering students learning needs and societies need for educators with quality pedagogical practices. I also agree that these areas are those of true need for advanccing schools today, more high quality teachers with effective pedagody. To truly help students learn, educators must have some capacity for drawing students into requiremeng learnin content in ways that somehow match their interests and needs. Also, when faced with those students who truly are not willing to yield to the learning environments provided, an educator with quality pedagological practices knows how to give them the opportunities they need to succeed and hold them accountable if/when they choose not to embrace these chances for high learning quality experiences.
From this understanding I have come up with the following definition of pedagogy. It is a conglomoration of teaching characterisitics that make individual teachers unique to the profession; combinations of approaches an individual teacher employs to educate students, particlur techniques and/or ways that work best for each educator; styles through which teachers apporach and implement instruction; philosophies and understandings formed about why and how students learn in various ways, including means of best meeting those needs within educator’s own capacity; and a set of means through which educators may understand and connect with students, to biuld cognitive and social-emotional correlations and association to the conceptual understanding of content objectives throughout the school years spent with students.