From my original teaching philosophy, “the goal of education is to lead young adults to becoming competent members of society with a deep understanding of themselves and the world around them.” Arts integration seeks to accomplish just that. Successful integration of the arts is cultivated by “teachers in the roles that meet cognitive, emotional, and physical needs of students,” (Cornett, 2015, p. 90). My philosophy for education also includes “the importance of art and expression in education.” Arts integration boosts student’s academic achievements, as arts-involved students score higher academically, with more arts yielding higher scores and achievement building over time (Cornett, 2015). Research has confirmed, and my experiences integrating various art forms with the students at the Boys and Girls Club, have further established the importance of arts integration for students. “Exposure to art, theater and music education bolsters learning, engagement and retention for all students and especially for low-income youth,” (Gorski, 2013). The literary arts are a diverse genre that I have always held near and dear to my heart. My teaching philosophy includes, art as an “essential component[s] of literacy instruction.” Not only does the inclusion of print-based art forms support active meaning construction and deepen understanding for students, but literature gives comfort and insight while building respect and empathy for others (Cornett, 2015). Supporting the development of attitudes rooted in respect and empathy will allow for the inclusion of character education that I have always strived to apply in the classroom. So, I chose the literary arts as the art medium to express my growth as an educator this summer. Poetry is a genre included in Cornett’s presentation of literary arts, including the haiku (Cornett, 2015, p. 158). A haiku’s unique structure employs rhyme and rhythm to express strong ideas and feelings. My experiences at the Boys and Girls Club furthered my own understanding of respect, empathy, tolerance and compassion. “Mood is a feeling created through combined literary elements,” (Cornett, 2015, p. 156). The mood of the poem I created (included below) should convey a tone of hope. I hope to inspire all of my students to follow their desires and realize their potential, regardless of any impediments they may feel held back by. Thus, artfully spoken word will accurately articulate the growth I have experienced through my alternative field experience. “A child is born free, open-minded, to be led, nearly nobody. Limitless wonder, similarities end there, each sailor unique. Nature or nurture, they begin in the unknown. Nautical searcher. Not yet discovered the world’s a kaleidoscope, their mind full of hope. Sailing unrestrained, tattered sails won’t hold them back, held not by their lack. They will steer the ship, I will anchor them in truth. To find a fountain of youth, our mast will not tip. High, low, near or far, answers to their questions found, themselves or their crew. A crew of support, the child won't travel alone, home life a passport. Trust in each other inviting respect aboard, honor the journey. Led with engagement, navigate to discover, never displacement. Submerged in knowledge, children will show me the way, guiding me to learn each day to sail through the sea.” My career as a pre-service educator has opened my mind to the diverse perspectives that learners bring to school through internships in academic and social settings. In this way, I have been influenced by the children I have worked with to integrate their cultural backgrounds, personal learning preferences and distinctive aspirations within the context of my teaching.
While designing this poem to convey my growth, I have considered various factors that have furthered my understanding of students and their needs. The sailors in my poem are the learners that I will encounter, and have worked with, in classrooms. They are individuals from diverse backgrounds who require differentiation in their approach to learning. “We each have a distinct fund of knowledge that draws on what we’ve learned from life experiences as part of our particular family, school, socioeconomic group, race, ethnicity, age, gender, geographical area, and religious affiliation,” (Templeton, 2013). As an educator, I hope to build upon the unique experiences of students and allow them to create meaningful connections with what we are learning. Individual students’ learning patterns can be manifestations of cultural expectations that occasionally differ from our own (Dack & Tomlinson, 2015). In the classroom, student's behaviors are often misinterpreted. These students “are shaped by the culture in which they live in a subtle and pervasive process," (Dack, Tomlinson, 2015). It is important for an educator to consider and learn more about the backgrounds students come from. Learning about student’s lives, being socio-culturally conscious, and holding affirming views about diversity allows educators to respond effectively to an increasingly diverse student population with various home lives and needs (Villegas & Lucas, 2007). The “crew” in the poem represents a unity between the school, community and student’s families. Finders and Lewis (1994) suggest building on home experiences, so parents and students see the relation of home reading and activities to build on what’s being learned at school. Also, home life can be a passport to further attainment of knowledge. "The social, economic, linguistic and cultural practices of parents should be viewed as valued knowledge," (Finders, Lewis & 1994). Family involvement, which will increase student achievement when connected to learning, should be built on mutual trust to create reciprocity (Allen, 2008). This partnership involves parents and teachers in ways that support one another and the student. The most shocking, but inspiring, information I have gained through this experience is an examination of the inequities present in modern education. "Poor students are more likely to attend schools with less funding, lower teacher salaries, more limited computer and internet access, larger class sizes, higher student-to-teacher ratios, a less-rigorous curriculum and fewer experienced teachers," (Gorski, 2008). The “tattered sails” mentioned in the poem are the potential inequities students will face in their lives. As an educator, I hope to meet the necessities of all learners to be active participants in class who are led to success. After all, “teaching is an ethical activity, and teachers have an ethical obligation to help all students learn,” (Villegas & Lucas, 2007). I will withhold that obligation as I allow students to guide our learning in the classroom. Or, as alluded to in the poem, as students navigate their way through the sea.
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