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ERIC Number: EJ930457
Record Type: Journal
Publication Date: 2009
Pages: 8
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-0748-8475
Reflections on Teaching: Meaningful Scribbles
Maas, Fay
Thought & Action, p15-22 Fall 2009
In this article, the author shares her reflections on teaching and learning. The author's teaching philosophy is rooted in her studies of developmental psychology and educational psychology. The theoretical approach most compatible with her view of teaching and learning advocates a contextualist and interactionist view that Tharp and Gallimore refer to as "Neo-Vygotskianism." Central to this perspective (developed by Lev Vygotsky) is the notion that higher-order thinking develops out of social interactions in which people are actively engaged in creating their own meanings. Teachers in a Vygotskian classroom arrange collaborative learning experiences in which students are encouraged to assist each other. The idea is that less mature thinkers will benefit from the instruction that they receive from more skillful thinkers, who also benefit by the self-reflection that is required when explaining ideas to someone. The author believes that self-reflection, communication, and situational relevancy are essential components of effective teaching. Moreover, she believes that these teaching elements help shape the meanings that come to be shared by both students and teachers as they are engaged in their learning community. Here, the author begins with the element of self-reflection. She thinks that being a reflective practitioner has spurred many of the changes she has made in her teaching. (Contains 10 endnotes and a bibliography.)
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Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A