Content and Methodology

By James Vincent

            The importance of a Manchester College liberal arts education is evident in the heart of Manchester's Mission Statement:  “graduating persons of ability and conviction who draw upon their education and faith to lead principled, productive, and compassionate lives that improve the human condition” (Manchester College website).  More evident is the significance of all graduates embellishing their investment in education in some way.  Some relish their achievements by inventing something new; others choose to use their skills and talents developed at Manchester to significantly impact the lives of those less fortunate than themselves.  That leaves one unknown:  what will I contribute to the world I live in?

            For the past four years, I have had the opportunity to invest my time, energy, money and brainpower into my education.  During that time, I have grown considerably and my thoughts have developed.  It is much like a pan left simmering on a stovetop waiting for the food within to develop and absorb the immense flavor and taste.  Like the pan, my brain too has been simmering and waiting; waiting for the right time to unleash the flavor within, to extend my knowledge well beyond that of Manchester College—to my students.

            Much like the simmering pot, many ingredients have been added to my schema in order to prepare me for service:  bits of facts, chunks of theories, a dash of observation, and just a pinch of uncertainty—not too much, it can spoil the product.  My content courses each have added a unique and special taste to my schema.  Four courses, in particular, have had dramatic effect on my methodology as a teacher:  Mild Interventions series with Doctor K. Gust, Corrective Reading with Professor H. Schilling, Classroom Behavioral Management with Professor V. Eastman, and Science/Social Studies Methods with Stacy Stetzel.

            Dr. Gust livened the classroom with first-hand experiences, guest speakers from across the vast spectrum of education, and lessons and activities that not only challenged our minds to think deeper, but to take special considerations regarding our students before throwing a lesson together.  My Mild Interventions series of classes were beneficial in understanding students with special needs from multiple viewpoints.  One particular assignment I found highly valuable required me to visit a school and speak with either the school’s Psychologist or Speech and Language Pathologist.  Throughout the course of my interview with Eastside Elementary Speech and Language Pathologist, Caren Herald, several varieties of assessments were presented and discussed, many of which varied in reliability and validity.  Some assessments have been proven inaccurate in testing areas in which they were originally developed to evaluate, as explained by Caren Herald.  These discrepancies allowed me to further comprehend the importance of finding multiple forms of assessments for my students.

            Corrective Reading with Professor Schilling proved to further my understanding and desire to ensure that my students receive the best education I can possibly grant them.  My philosophy has always revolved around my belief that every child is special.  No matter the race, gender, ethnicity, religious preference, socioeconomic status or intellectual ability, as an educator, it is my responsibility to teach every child with passion, dedication and determination; to provide an environment which is learner-friendly and supportive.  To accomplish my goal of providing every child with the ability to read, I have learned a variety of teaching and reading strategies from Professor Schilling.  Corrective Reading has challenged my mind to think not as teacher, but as child; understanding and recognizing possible problems or hurdles my students may face as emerging readers.  Providing a balanced literacy approach to our students is strongly needed.  Throughout my Fall Placement experiences, I have witnessed several students struggle with several areas of reading: phonics, phonemic awareness and word recognition/identification.  My goal as an educator is to use the variety of lessons, unit plans, and assessments to maintain a productive, well-rounded, and successful classroom where students will feel supported and encouraged to not only make mistakes, but to learn from them.

            Classroom Behavioral Management with Professor Eastman has proven to be yet another valuable asset to the Manchester College Education program.  Throughout this course, we as future educators have researched, studied and developed our own methodology of classroom management.  Professor Eastman entrusted us with the task of researching multiple leading theorists regarding classroom and behavior management, challenging us to look not only at the theory models, but to consider reasons and contributions those particular models have served the profession of education.  Throughout my investigation of several theorists, I have found four of whom I share defining beliefs regarding classroom management: William Glasser, Fred Jones, Linda Albert and Barbara Colorosso.

            Theorist William Glasser advocates the importance of a useful and relative curriculum, focusing his idea that useful and relevant activities will attract the interest and motivation of students.  Glasser believes that creating an opportunity for students to become actively involved will increase their pride in meaningful accomplishments, and ultimately the students will enjoy learning.  Fred Jones identifies an effective classroom environment as a tool which focuses on strong structure and consistent routines, while encouraging good behavior from the students.  Linda Albert believes that expectations and consequences are best developed by a cooperation of teacher and student input.  By students and teachers connecting with each other, the chances of negative behaviors are minimized.  Finally, Barbara Colorosso highly encourages an open-door policy regarding communication, information, and most of all dignity between teachers, students, and parents.  Each of these theorists have enveloped and contributed to my personal style of classroom management.

            What would education be without science or social studies?  Professor Stetzel’s Science/Social Studies Methods classes are added yet another intricate ingredient to my still-simmering schema of knowledge.  With her wacky experiments, her interactive and intriguing lessons, and her ever-so-thought-out discussions of the importance of assessment, the need for variety with instruction and the much needed times of anti-stress days, Professor Stetzel brings several elemental aspects of education to the surface.  Demanding success and excellence, our Science/Social Studies Methods have taxed us in ways only our cohort could describe.  Although the requirements feel somewhat unreasonable at times, the reality is evident in her curriculum.  Teaching is hard work; caring about students is even harder.  There will come a time in my life in which I will have to step back and let go; knowing I had done my best to instill the driving force for my students to succeed in the social life and in the workforce.  The never-ending amount of lessons written during these classes will only prepare us for what is next—teaching.

                Throughout my time at Manchester College I have learned several hard lessons: the workload is rigorous, the time spent writing lessons is long, and most of all, the knowledge and the experiences I have discovered will only make me stronger when I depart.  Flexibility, passion, determination and drive are the ingredients simmering in my pan of content and methodology; a pan ready to be removed from the stovetop and placed on the table.  Yet, is that what I will contribute to the world I live in…a simmering pan?  I hope so.  Just as a pan of soup can provide nourishment and contentment to the human body, so too can my simmering pan of knowledge and dedication provide my students will the skills and motivation for success.  Even if only one child is affected by my philosophy of teaching, it is worth it.

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