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The document describes the author's experience teaching at two different schools. At the first school, which followed student-centered philosophies but had no set curriculum, the author struggled without clear learning objectives or standards to guide lesson planning and student assessment. At the second school, which used the Early Years Foundation Stage curriculum, the author found teaching more orderly and was given guidance on objectives, activities, and evaluating student progress. Based on these experiences, the author concluded that an effective curriculum provides structure while still allowing flexibility for student interests and abilities.

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Prasasti
15 views2 pages
The document describes the author's experience teaching at two different schools. At the first school, which followed student-centered philosophies but had no set curriculum, the author struggled without clear learning objectives or standards to guide lesson planning and student assessment. At the second school, which used the Early Years Foundation Stage curriculum, the author found teaching more orderly and was given guidance on objectives, activities, and evaluating student progress. Based on these experiences, the author concluded that an effective curriculum provides structure while still allowing flexibility for student interests and abilities.

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this is the portfolio assignment for EDUC 5220 week 3

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The document describes the author's experience teaching at two different schools. At the first school, which followed student-centered philosophies but had no set curriculum, the author struggled without clear learning objectives or standards to guide lesson planning and student assessment. At the second school, which used the Early Years Foundation Stage curriculum, the author found teaching more orderly and was given guidance on objectives, activities, and evaluating student progress. Based on these experiences, the author concluded that an effective curriculum provides structure while still allowing flexibility for student interests and abilities.

Copyright:

© All Rights Reserved
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15 views2 pages

Protfolio

Uploaded by

Prasasti
The document describes the author's experience teaching at two different schools. At the first school, which followed student-centered philosophies but had no set curriculum, the author struggled without clear learning objectives or standards to guide lesson planning and student assessment. At the second school, which used the Early Years Foundation Stage curriculum, the author found teaching more orderly and was given guidance on objectives, activities, and evaluating student progress. Based on these experiences, the author concluded that an effective curriculum provides structure while still allowing flexibility for student interests and abilities.

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My first time working as a teacher, I worked for a newly established ‘progressive school’ teaching

children age 3-6 years old. They claimed themselves to be a student-centred school and did not follow
any ‘mainstream curriculum’ because most of them are the opposite of their philosophies in education.
Despite not having any curriculum, they did follow some education methodologies like Emilia Reggio,
Montessori and Waldorf Steine. According to OurKids.net (n/d) these three education methodologies
have a similarity in term to help the children to develop according to their own interests and pace. So,
when I worked for this school, I knew what to do but also did not knew what to do.

I knew I have to focus on the children’s personal interests and development, but unfortunately, without
any clear standard I did not know how far this personal interests should and/or could affect the learning
process. Often, the children would refuse to join the activities because it did not interest them, and the
teacher would not know what to do because if we forced them to stay, it would against the school’s
philosophies. Also, it was hard to determine the children’s development because there was no any
objectives in the learning process stated. There was not any guide to know whether the students had
fulfilled the learning objectives or whether the students were ready for the new materials or not. So
often, the teacher would discuss and help each other to solve this problem. I was grateful because my
colleagues were very helpful to help for this matter. I worked in this environment for several months
before moving to another school.

The new school has been operated for several years and uses the Early Years Foundation Stage (EYFS),
an English-based learning and development standards for children age 0-5 years old (Gov.uk. n/d).
Moving to this school gave me a very different experience in teaching. I still work with the same age
children like the previous school, but things are more in order. They have some people who are
responsible to make sure the quality of the education and learning process meet the standards. I was
given the guide to set up the activities and the objectives of the lesson, what aspect to be fulfilled to
know whether the children are ready for the next lesson or they need a repetition. Even with more strict
guides, the teachers are still allowed to set up our own activities to deliver the lessons/learning
materials which makes it more comfortable both the children and the teacher because we use the
media that are suitable for us. Unfortunately, the learning objectives and goals could be too difficult for
the children. As each class has their own expectation of standard abilities for the students as the
starting. For example, in my class the 3-4 years olds are expected to be able to hold pencil and know
how to cut with scissors properly from the beginning because they will learn how to write letters and
numbers and do crafting with scissors. We often has children below the expectations, so the children
need to adjust and master the skills as soon as possible to have the same learning experiences as the
others. To solve this problem, the school provide at least 2 teachers in the class to accompany the
children whose abilities and skills are below expectations to catch up as fast as possible.

Based on these two different experiences, I understand that curriculum holds important role in
education. Like Alvior (2014) stated that curriculum is the heart of the education, which means any
education institutions could not run without curriculum. My working experience as a teacher feels
better in the second school rather the first one simply because of the clear standards and guidance from
the curriculum they provide. Even I personally choose a student-centred learning like the first school
has, having curriculum makes the learning process neat and easier to trace the development. From
these experiences I have learned that a good curriculum should have clear guidance and learning
objectives but still have space for flexibility and adjustment regarding for the real-life situation of the
learning process.
References

Alvior, Mary G. 2014. The Meaning and Importance of Curriculum Development.


https://simplyeducate.me/2014/12/13/the-meaning-and-importance-of-curriculum-development/

Gov.uk (n.d). Early Years Foundation Stage. https://www.gov.uk/early-years-foundation-stage

Ourkids.net (n.d). Montessori, Waldorf and Reggio Emilia: a comparison of philosophies.


https://www.ourkids.net/school/montessori-vs-waldorf-reggio-emilia#:~:text=While%20Waldorf%20is
%20similar%20to,interested%20in%20as%20a%20group.

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