Essay Two - "What is the nature of human beings?"              

Our beliefs about the purpose of schools affects what we teach, what we measure, and how we see our role of teacher. It defines structure, even controls what schools look like and do.

Our beliefs about human nature have that same power to shape how we treat children, what we expect of them, when a 6 year old lies, it is normal and expected behavior. If you understand what most 6 year old are like, you will not be surprised or hurt. If you do not understand child development, you may be angry or offended.

Beliefs have a lot to do with how we see and work with student conduct. This section will help you focus your ideas about human nature - who we are, why children behave as they do and how to respond to things we don't want in the classroom.

1. What is the nature of the human being -- the child?

2. What rights do children need? Do they have them?

3. What is the origin of personality?

4. How much of the child is nature? How much is nurture? Justify the answer.

5. Are there critical periods of child development? If so, and A child misses one, what happens?

6. What changes people?

7. How do we learn?

8. Do educators have the right to change others?

9. What are a teacher's rights, responsibilities, protections?

10. Who is punishment for? What is it really about?

11. Is punishment effective? If so, when and how much?

12. Why do children misbehave?

13. What is the place of ethics in the schools?

14. What place do values or morality have in my school?

15. Do I share my moral, religious, personal views at school?

Rubric

Excellent: Addresses all questions, evidence of critical thinking exists in the essay -- analysis, synthesis, evaluation; consistency of thought is present, identifies other experts in field who substantiate points, or from whom the author has a divergent view point; concludes with a brief creed or belief statement about personal commitment or means of coexisting with fellow beings or children.

Good: Addresses most questions, shows consistency across most items, provides justification for beliefs in summary statement or identifies similarities with other experts, shows some evidence of reflective thinking by utilizing analysis, synthesis or eval uation statements, concludes with a creed statement that is consistent with stated position.

Marginal: Addresses half or less of the questions, states position without providing links to previous philosophies or schools of thought, creed is missing or not consistent with stated position. The student will receive assistance in sharpening the essay and developing a creed.

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