My Assessment Philosophy

When I was young, I wanted to be a teacher, I wanted to be immersed in my profession thanks to different experiences lived in the course of my school life. It was a challenge for me to achieve this dream due to my school indiscipline, lack of knowledge for acquiring academic knowledge and most importantly my “dislalia”

I suffered in my childhood times of ridicule, bullying and racism.

Attacking indifference, exclusion and segregation was my dream as a student. How to achieve it with the new generations ?, What to do to take the flags of otherness?

Now, thank God, I am a teacher, even though I am not the friendly, fun, and innovating teacher I dreamed of. I believed that the most important thing for my life as a teacher was to form people, social subjects ... The system has introduced me into a cave. In it, one can see the reflections of a light and I used to believe that what really mattered in education was the academic performance of a student, the grades, numbers because they showed whether I was a good teacher or not.

Do I ever think about what students need for real life? At some point I thought about what is really important for the child.

Do I ever think about what students need for real life?

Have I thought about what is really important for the child?

Wishes

Leaving the cave implies leaving the security, tranquility and comfort that I built for many years, leaving what I built with blood, sweat and tears implies starting from scratch.

I have awakened and I have thought about the place that I am, I stand up heading towards the border of my cave, I analyze my security and I contemplate what is in what I want to be as a child. I conclude that I must begin to highlight the importance of the teacher-student relationship, I must concentrate my attention on creating strategies that stimulate teaching, learning and relearning is a constant of those who belong to the educational community.

But how to achieve it?

A starting point would be to achieve a permanent availability of rethinking what has been thought, worked, what you want to work on and what you want to evaluate. Finding the senses of teaching, being able to ask ourselves constantly becomes what can dynamite the pedagogical task.

For this it is necessary that I as an educator begin to value the pre-knowledge of their children, understand curiosity, creativity, motivation, ingenuity, ability to criticize and surprise without leaving aside the capacity of changes and availability in opening their minds .

Finding from the pedagogy the transformation of school environments through the production of motivating environments that enable the critical analytical of pedagogical practices.

My philosophy

To highlight the work of the subjects involved in the teaching-learning process, I had to learn to know the realities of my students. This has involved transforming my critical, creative, and reflective work, relating it to pre-established experiences based on the social needs of my students; this has allowed an interaction between the reading of the word and the reading of the world.

Mastering these two readings opens the possibility for understanding and communication through a creative experience around the  education of my students. Hence, reading is closely related to writing and must break patterns of sensory experience reaching the generalization, ie, going from the abstract to the concrete. This leads me to think that the reading of the world is first  the reading of the word; therefore, the first is not enough to understand the reality of the world.

It is important to highlight that what I consider important is each individual in my classes; i.e., to teach them about others, from others. My banners are academic; they will acquire an understanding of their own needs and those of others. My students will learn this through their daily interaction with others.

Metacognitive

When students learn to know each other and to know their classmates, they acquire empathy as a formative value from:

a. Listening to the experiences of their peers.

b. Exposing your life: telling who you are outside of the student role.

c. The reflection of the behaviors: When they expose facts that may affect relationships within the classroom.

d. The record of the daily life inside the classroom: which identifies what favors or disfavors the classroom environment

Formative

Each of the activities are intended to achieve the objectives of teaching and learning, these activities seek that the training of students is comprehensive, for which it seeks to have a balance in the dimensions of being, knowing, doing and knowing how to do.

Autentic

Everything that is built in the educational process and generates the acquisition of skills that can be put into practice, are real and authentic learning.

In my pedagogical practice I develop the following activities.

For example:

a. Role play: where the students assume a role that I have assigned, which takes an active part in the educational processes and interacts in a respectful way with their classmates.

b. Learning actors: here students are taught to recognize what is learned and how it is learned. In turn, children learn to identify previously established goals. For this, students are made aware before, during and at the end of the process. Here the students build autonomy.

Summative

Each of the activities proposed above are evaluated based on a process that implies affinities before, during and at the end of each of the teaching-learning processes. For which alternatives are presented such as collecting prior knowledge, reviewing the issues and / or competences already addressed before continuing with a new goal, individual written tests, in pairs and in teams, these allow the intention in the evaluation process be conscious.