Date and time of taking TSDI: 9/7/2018 14:43:49 Grade(s) Teaching: 8th grade

ExampleCongratulations! You are a

PhilosophicOxford/Socratic

Teacher

Teacher StyleOxford/SocraticDiversion/ActivitiesDiscovery/HeuristicPestalozzian/ProjectsTransference/CollaborationClassical/Traditional

Teacher style is the natural and consistent, regular form of delivery of information to students. It is the behavior and cognitive manner in which the teacher approaches the student-teacher exchange.

Teacher style includes the planning, organization, and assessment of lessons and units. The style of the teacher informs the planning and decision-making paradigm which determines the strategies to use and activities to be employed. One style is not better than or preferred over any other. In fact, it is best if teachers learn from other teacher styles to better impact student success.

There are 6 teacher

styles. Yours is

explained in detail below.

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Example's Teacher Style(s)

Oxford/Socratic

Your Teacher Style(s)Oxford/Socratic - The focus of the Oxford/Socratic teacher style is learning through dialogue. The relationship between student and teacher is based on trust and respect. Class discussions are more than simply ‘talking about’ a topic. This style of teaching demands preparation from the both students and teacher. The students come ready to speak intelligently about the topic, and to defend their positions. Rarely is a discussion time ad hoc or spontaneous (although it might seem that way to the students!). The teacher has prepared in terms of questions to ask, places to go in the content, and deep understanding of the topic and its related topics and subtopics. The students are taught how to dialogue effectively for the purpose of finding answers and truth, for learning the material deeply from others, and for encouraging critical thought.

Didactic Pedagogic PhilanthropicPhilosophic

Teacher Type

Teacher type is the motivation for choosing the profession. Teacher type answers the questions Why do teachers teach? Why does a young man choose to enter the classroom? Why does a young woman select education as a vocation? The teacher type also displays “who I am as a person” which creates the emotional atmosphere in the classroom. Teacher type is what sustains the teacher through the difficult times. It is the purpose for the profession and what guides the teacher’s decision-making paradigm. The type of teacher has its roots on the individual’s philosophy of education. The values and beliefs regarding the student-teacher interaction of the teacher influence that interaction.

10.29 7.5789473689.00 13.09

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Example's Teacher Type(s)

Philosophic

Your Teacher Type(s) The Philosophic teacher. The Philosophic teacher loves student growth. He is pushed to continually seek ways to engage students and cause their learning. At times, he may seem harsh or strict, but his motivation is for the students to learn. The Philosophic teacher isn’t bothered by complaining students, especially if it’s about an assignment or project, because she knows that project will make her students learn more than another, less challenging assignment. Energized by students grasping the concepts, the Philosophic teacher is interested in the whole child (not only the behavioral or academic). He enjoys both content and pedagogy, but sees them as means to student growth. A good “connector,” the Philosophic teacher relates content to the students, is generally engaging, and is able to simplify concepts and make them relevant. The Philosophic teacher expects exemplary behavior and intentions from his students. The Philosophic teacher assumes a form of mentoring with her students in that she takes ownership of her students. She cares deeply for their learning, more than for them themselves. In other words, a Philosophic teacher places value on critical thinking over emotional care, but he is able to balance them so if a student is having a “bad day”, the teacher will back off on the academics. In this, the teacher shows great patience with students. The Philosophic teacher sees education as a whole and views the students in terms of present leading to future. Beware of these Traps: Traps include passivity in allowing students to perform poorly because “they should figure it out” and appearing uncaring in student explanations of why an assignment wasn’t completed. Another trap is when one of his students behaves inappropriately, he feels somewhat responsible. Because the teacher has invested so much time, energy, love, and care into the student’s overall education (academic, emotional, and behavioral), the lack of appropriate conduct is a poor reflection of the teacher. Finally, a Philosophic teacher might be prone to stepping on feelings for the cause of intellectual growth.

Examples of Philosophic Teachers: - Confucius believed that education was a means of transmitting cultural heritage and promoting self-cultivation. - Plato believed that the education was to stimulate the love of the good, the true, and beautiful. - Jamie Escalante, portrayed in the movie Stand and Deliver, believed that education could change the lives of his students – and he was right.

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Your Blend

As a Philosophic Oxford/Socratic teacher:

As a Philosophic, Oxford/Socratic teacher, you are energized by the students learning. When you prepare and organize lessons, it is always with growth in mind. You devise interesting and complex units in order to engage students so that they learn. A student-centered teacher, you regularly develop assessments that guide your instruction and you use data to, whether qualitative or quantitative, to determine the success of a lesson or unit. You prepare and organize lessons and units carefully, honing and crafting each so that they learning is optimized. You believe that challenging kids are a very positive thing and in that you have high expectations for behavior, attitude, and academic growth. Lessons generally utilize class discussion as the primary format. The discussions are well-defined with clear objectives. Students participate freely. There is natural Q&A, both from you to students and between/among students. You engage students in conversations about the content, whether facts, information, skills, concepts, or principles. Your desire is to have the students understand and enjoy the content as much as you do because you see its intrinsic value and obvious connections to real-life. Storytelling (especially personal anecdotes) is an important facet of your lessons.

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