Doctrines and Principles that I espouse:

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• Godhead
• Follow the pattern of teaching of Doctrine, Principles, and Application - Elder Bednar
• Understand the philosophies of Man
• ·         I learned in the philosophy section of the class that most people have different philosophies; therefore, we should respect that especially when working at an individual level. You can run an organization by your own personal philosophy.
• The following philosophies were exposed in the class..
• These are applied to education
• Social Reconstructionism
• Solving the social questions of the day.
• Theodore Brameld (1904-1987)
• Behaviorism/Essentialism
• The belief that there are common knowledge that is morally essential, and the learning is structured
• Read, write, speak, and compute clearly and logically.
• hard work, respect for authority
• become valuable members
• William Bagley (1934), James D. Koerner (1959), H. G. Rickover (1959), Paul Copperman (1978), and Theodore Sizer (1985).
• Perennialism
• The belief of teaching the unchanging truths of the foundation of civilization.
• Robert Maynard Hutchins (1963) and Mortimer Adler
• Progressivism
• Focuses on the child’s being, pushing his limits by the practice of the scientific method.
• John Dewey
• Existentialism
• Figuring out what is best for the individual
• Soren Kierkegaard (1813-1855)
• These are the general origin of the philosophy
• Idealism
• Teaches the eternal truths of life
• Plato
• Realism
• Studies the world, by the scientific method
• Aristotle
• Neo Thomism
• Combines the practice of realism with the learning of the truths of idealism
• St. Thomas Aquinas
• Pragmatism
• Does not value the learning of theory, but trusts the learning of real life experience.
• Charles Sanders Peirce (1839-1914)
• Work at a school that follows the same philosophy as yours
• Discover your philosophy
• Understand the psychology of man
• ·         I learned from psychology is fundamental to education, for it makes learning natural from Johann Heinrich Pestalozzi
• View people as not limited in potential
• ·         Another value that I learned from Pestalozzi is to practice the cultivation of the inner capacity of a person.
• o    Practice the principle of multiple intelligences.
• Both Jean Anyon and Imani Perry noticed a different attitude in lower class schools and affluent schools.
• This attitude gave a self-reliant learning and problem solving
• Don’t limit the opportunities of students
• Expose them to a broad amount of perspectives and opportunities of the world.
• The growth of intelligence is at a set pace for each individual.  Johann Heinrich Pestalozzi
• Respect and work with IEPs
• PL 94-142
• “Social interaction are the first to be developed before academic basics
• Don’t make accommodations for children with learning disabilities a fight
• Appreciate the presence of special needs children. Let the school thrive of them.
• Seek to understand the perspective of parents and students”
• Wisdom from a special educational administrator.
• Heavenly Father
• ·         Foster belonging
• o    John Dewey
• ·         Develop a Fatherly nature 
• o    Pestalozzi also taught that the family should be obligated to teach their children
• o    Respect child develop theories, understanding their needs and perspectives
• Imani Perry felt like she did not belong at either public or private school because she felt off racially.
• Understand the isolation that can be felt by youth.
• Instruct in the zone of proximal development
• Johann Heinrich Pestalozzi
• Continually Seek a proper vision of education
• Jean Anyon saw that the vision of education is inadequate, so I want to have the best vision of education
• Teach social skills
• John Dewey
• Jesus Christ
• ·         Abide the Law (LDS Article of Faith number twelve)
• ·         Be an example and on the leading edge of my skill
• o    According to Imai Perry, the teachers were on the leading edge of their field of study, expounding it unto their students
• ·         Have Problem Solving attitude/Problem posing education
• Paulo Freire’s
• ·         Sacrifice and Consecrate my life to teach
• ·         Stand in defense of truth and virtue
• Child Protection Act of 2012
• Seek Christ-like Attributes.
• Faith in Jesus Christ
• The enabling power of the belief of Christ
• Hope
• A nature of faith that blessings will be fulfilled
• Charity and Love
• Obtain the pure love of Christ
• Virtue
• A nature of purity
• Knowledge
• An attitude of development by acquiring knowledge
• Patience
• “the capacity to endure delay, trouble, opposition, or suffering without becoming angry, frustrated, or anxious”
• Humility
• “willingness to submit to the will of the Lord and to give the Lord the honor for what is accomplished.”
• Diligence
• “steady, consistent, earnest, and energetic effort in doing the Lord’s work.”
• Obedience
• “keep the commandments willingly… and to follow the counsel of your leaders.”
• Chapter 6: Christlike Attributes of Preach My Gospel
• Have a relationship as a teacher that is instructive at a personal level.
• The nature of the parables of Christ.
• Modify teaching to the each individual
• Idaho Standards of Initial Certification of Professional School Personnel
• Have leadership skills
• Classroom Motivation and Management skills
• Collaborate with Colleagues, Parents, Members of the Community
• Idaho Standards of Initial Certification of Professional School Personnel
• Holy Ghost
• ·         Be Professional
• o    Seek not to declare my word, but first seek to obtain my word, and then shall your tongue be loosed; then, if you desire, you shall have my Spirit and my word, yea, the power of God unto the convincing of men. (D&C 11:21)
• ·         Be Current
• o    88:78 Teach ye diligently and my grace shall attend you, that you may be instructed more perfectly in theory, in principle, in doctrine, in the law of the gospel, in all things that pertain unto the kingdom of God, that are expedient for you to understand;
• o    88:79 Of things both in heaven and in the earth, and under the earth; things which have been, things which are, things which must shortly come to pass; things which are at home, things which are abroad; the wars and the perplexities of the nations, and the judgments which are on the land; and a knowledge also of countries and of kingdoms. (Doctrine and Covenants)
• ·         Teach for understanding (Isaiah 28: 9-10)
• o    A whole section of the class is devoted to this cause, saying this is the means by the following tools.
• §  Generative Topics
• They are interesting instructive subjects.
• §  Through-lines/Understanding Goals
• §  Performances of Understanding
• §  Ongoing Assessment
• ·         Continually improve my curriculum
• o     
• o    28:9 Whom shall he teach knowledge? and whom shall he make to understand doctrine? them that are weaned from the milk, and drawn from the breasts.
• o    28:10 For precept must be upon precept, precept upon precept; line upon line, line upon line; here a little, and there a little - Isaiah
• ·         Teach in the moment
• Plan of Salvation
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• Pre-mortal Life
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• Creation
• ·         Be knowledgeable of the world from the beginning learn all aspects of it in theory and application
• ·         Education makes raw material into innovating industry.
• Horace Mann
• “Education creates or develops new treasures; treasures not before possessed or dreamed of by any one.”
• Fall of Adam and the Fruit of the Knowledge of Good and Evil
• ·         Teach and live up to integrity's expectations
• ·         practice, teach, make habit of the higher order of thinking
• o    Steven Wolk criticized heavily the worksheet education of many public schools, for they were teaching the students that learning revolved around completing.
• Decide what is right. Moroni 7:19
• Bloom’s Taxonomy unto higher order of thinking
• Remembering
• Understanding
• Applying
• Analyzing
• Evaluating
• Creating
• Don’t get boggled with the details and precision of expectations, but focus more on thought and idea processes.
• Imani Perry
• Socialized education saves children from this cruel world
• Horace Mann
• Forsake the natural man (Mosiah 3:19)
• The natural man is the natural tendencies to be angry, jealous, hate, envy, lust, and so forth.
• Mortality (imperfection and the imminent death)
• ·         Be an example of remembering what is important
• ·         Be connected with the community, teaching from real life experiences.
• o    I see that this is important to develop confidence and skill in social life exemplary in the organization of the Madison High School in Rexburg. They were highly professional. The community were greatly involved in the production insomuch that provided funds for cable in order to pick up the performers for the effect of flying or floating, and they also
• Reforms would ultimately rely on teachers
• Teachers are accountable for the learning of the student. - Jean Anyon
• Seek higher education. Don’t be satisfied with skill, work, and money.
• W.E.B. Du Bois
• The common core standards:
• Are aligned with college and workforce expectations;
• Are clear, understandable, and consistent;
• Include rigorous content and application of knowledge through high-order skills;
• Build upon strengths and lessons of current state standards;
• Are informed by standards in other top performing countries, so that all students are prepared to succeed in our global economy and society; and
• Are evidence-based.
• Pasted from <http://www.sde.idaho.gov/site/common/> 
• ·         Respect the centralized standard and abilities of the nation’s education has been given by President Johnson.
• Christ's Earthly Ministry
• ·         Make new structures that education practices can improve (a corporate model)
• Jean Anyon believes new structures are the means to change the foundation of education.
• Work at a local level, making adaptations at a local level
• Superintendents and principles should give up “absolute power”
• Retain a role of instructional leadership and motivational role
• Give children control of his work in education
• John Dewey
• Have a personal relationship with your students. Let student teacher contact abound.
• Imani Perry felt this lack at a public school.
• Education unites, stabilizes nations, raising the standard of living.
• Horace Mann
• Atonement
• ·         Believe everyone can change by learning, if they will it
• Resurrection, Second Coming of Christ and his millennial reign
• ·         Don’t be a political teacher.
• o   Don’t play the politics, for it is a sign of weakness.
• §  Jean Anyon
• Judgment
• ·         Be an instructor of Justice
• o    Amos, the bible prophet is famous for being an instructor of social justice,
• Implement discipline
• Jean Anynon
• Justice and conciliation has a reforming influence.
• Horace Mann
• Kingdoms of Glory, Immortality, and Eternal Life
• ·         Eternal Marriage
• o   Family units is a greatest opportunity for education with the father and mother
• §  Jean Jacques Rousseau