Our beliefs about the purpose of schools and who children are 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 shape how we treat children, what we expect of them, what makes us angry, our "buttons" and what we believe is respectful or unacceptable treatment of ourselves. When a six-year-old lies, it is normal and expected behavior. If we have a basic understanding of what most six-year-olds are like, our response is measured, we see a chance to help the child learn to communicate more appropriately and are not surprised or hurt. If we lack basic understanding of child development, we may be angry, offended, even view the child as morally flawed or intentionally evil.

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.

Basic questions to address in the essay:

1. What is the nature of the human being -- the child?
2. What is the origin of personality?
3. How much of the child is nature? How much is nurture? Justify the answer.
4. Are there critical periods of child development? If so, and A child misses one, what happens?
5. How do we learn?
6. What changes people?
7. Do educators have the right to change others?
8. Why do children misbehave?
9. Who is punishment for? What is it really about?
10. Is punishment effective? If so, when and how much?
11. What rights do children need? Do they have them?
12. Are there ethical limits to how much change, growth, punishment an educator can utilize in the schools?

Do you want to know your instructor's beliefs about human nature? Click here to go to an essay written by Dr. Ellsworth. http://jan.ucc.nau.edu/~jde7/ese425/human/online_read_4.html

This link takes you to an article in ESE425.

Rubric for the essay:

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 evaluation 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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