Jonathan Paul Loomis

April 8, 1999

Psychology of Education

Dr. Fox

In light of what I read in chapter nine, I believe that my classroom would qualify as somewhat restrictive. I would have definite rules and established processes. I would hold my students accountable for a high standard of output work. However, I would like to run my classroom in such a way that the students are given a great deal of freedom to complete their work in between the beginning and the deadline of a project.

For example, if we (in middle school) were to do a project wherein the student would create a presentation of a book they had read, I would prefer to set a deadline and get them started, but let the students work in their own way during class. Working through problems can be very helpful.

Likewise, I would prefer to help students be organized and to know what they have for homework than to sit down with them and dictate to them assignment after assignment. Better, in my opinion, to let them choose the order and speed at which they wish to complete it.

Similarly in high school, if students had research to do, I would only require that they be on task, not that they first look in one source, and than a second. To me it is better to ask pointed questions such as: To get and overview of the subject would you first look in periodicals or an encyclopedia? Would an atlas be a good source for your particular subject? Is this web page a reputable source? Etc.