In Class Writing: Feb 5th

In Class Writing

In the Dewey article he explained that as a teacher you must guide the students to get to a goal that was predetermined. This is related to outcomes are both aimed for an emergent. Outcomes of activity cannot be completely known of prescribed in advance; although there may be prior agreement about the goal to be aimed for, the route that is taken depends on emergent properties of the situation-the problems encountered and the human material resources available for the making of solutions.   Students will reach a goal in their own way. The child will realize their own impulse through recognition which is educative. When a student has to work through a problem on their own they  learn better then when you as a teacher just tells them what to do and how everything is suppose to work without them figuring it out for themselves. The child will go through processes to reach this goal and with the guidance of the teacher can learn to recognize the thinking process they went through. This type of learning is more effective students have the help of the teacher if they don’t understand the material but they still get to figure it out individually and work at their own pace. The child will first express their impulse and then go through criticism, question, and suggestion bring him to consciousness of what he has done, and what he needs to do, and the result is quite different. This result will allow for the child to look over their work and figure out where the problem occurred or how they reached their answer. This is teaching them to think about thinking.