Trainer & Professional Development: Paulo Freire as an Inspiration!
In light of Tony Wright, I would like to share the additional insight I have gained through the opportunity to critically think throughout this course, as CTL3024 has allowed me to deeply reflect on my educational philosophy and praxis.
I would like share an educational theorist, Paulo Friere, who has had a great impact on my professional practice, as I continuously strive to encourage my students to become democratic and civic contributing members of society and the world.
I would like to share a quote, which describes how Paulo Friere encourages teachers to have their students motivated about engaging in critical and open thinking:
“Freire proposes a problem-posing education. Problem-posing education encourages students to become active in thinking about and acting upon their world. Problem-posing education relies upon dialogue and critical consciousness, democratic teacher-student relationships, the co-creation of knowledge through interaction, and a curriculum grounded in students’ interests and experiences.” (pg.2, Dr. Lesley Bartlett)
Hence, through my deep thinking in CTL3024,I was able to further form my praxis, by merging my professional practice with my educational experiences, in order to help students become ‘active thinkers,’ where they are engaged in reflecting on problems around the world, which affects us locally and globally.
In regards to my professional practice, I was influenced by how Paulo Freire believed it was necessary to have “reflection and action upon the world in order to transform it.” (Freire, 1970/1990, p. 33)
As a result, through my praxis, I have inspired my students to engage in open dialogue with each other, their teachers, parents, and member in their community.
In addition, Paulo Friere, as an educational theorist, has also encouraged me to better implement literacy education when teaching English and Social Sciences, where I have a majority of ESL students.
As a result, my students are not only engaged in dialogue but also learn the key terminology and written / oral conventions to effectively express themselves in the community.
In conclusion, through my lessons, I have had the opportunity to explain to my students how language
efficiency opens the door to equity, human rights, and a voice that could be heard.
Moreover, I would like to share a link to the Paulo Friere Institute, which explains the importance of literacy around the world, and how educators can better implement and support it in our classrooms:
Literacy through Education - Freire institute:
http://www.freire.org/paulo-freire/
Sources:
I would like share an educational theorist, Paulo Friere, who has had a great impact on my professional practice, as I continuously strive to encourage my students to become democratic and civic contributing members of society and the world.
I would like to share a quote, which describes how Paulo Friere encourages teachers to have their students motivated about engaging in critical and open thinking:
“Freire proposes a problem-posing education. Problem-posing education encourages students to become active in thinking about and acting upon their world. Problem-posing education relies upon dialogue and critical consciousness, democratic teacher-student relationships, the co-creation of knowledge through interaction, and a curriculum grounded in students’ interests and experiences.” (pg.2, Dr. Lesley Bartlett)
Hence, through my deep thinking in CTL3024,I was able to further form my praxis, by merging my professional practice with my educational experiences, in order to help students become ‘active thinkers,’ where they are engaged in reflecting on problems around the world, which affects us locally and globally.
In regards to my professional practice, I was influenced by how Paulo Freire believed it was necessary to have “reflection and action upon the world in order to transform it.” (Freire, 1970/1990, p. 33)
As a result, through my praxis, I have inspired my students to engage in open dialogue with each other, their teachers, parents, and member in their community.
In addition, Paulo Friere, as an educational theorist, has also encouraged me to better implement literacy education when teaching English and Social Sciences, where I have a majority of ESL students.
As a result, my students are not only engaged in dialogue but also learn the key terminology and written / oral conventions to effectively express themselves in the community.
In conclusion, through my lessons, I have had the opportunity to explain to my students how language
efficiency opens the door to equity, human rights, and a voice that could be heard.
Moreover, I would like to share a link to the Paulo Friere Institute, which explains the importance of literacy around the world, and how educators can better implement and support it in our classrooms:
Literacy through Education - Freire institute:
http://www.freire.org/paulo-freire/
Sources:
- Lesley Bartlett, Ph.D., “Paulo
Freire and Peace Education,” Associate Professor, Department
of International & Transcultural Studies, Teachers College, Columbia
University www.tc.columbia.edu/centers/epe/.../Bartlett_ch5_22feb08.doc
- Paulo Freire. “Pedagogy
of the oppressed,” 1990 - New York, NY: Continuum Press. (Original
work published 1970)
- Literacy: Freire institute: http://www.freire.org/paulo-freire/