Building a community of learners: Manhattan College Elementary Education Program

Teacher Education Quarterly, Winter 2003 by Evans, Judith, Nicholson, Karen

Our diverse student population gains insight into their similarities and differences through their Learning Time Lines. They see how their early experiences as students have a significant impact on their expectations for a teacher education program. By participating in shared experiences our students are able to discover their similarities and differences, and consequently are able to see the relation of their own cultural diversity to their effectiveness as future teachers. As a result they acquire a shared sense of purpose. This finding is supported by the work of Eby and Kujawa (1994) where they state that a sense of community and shared purpose grows from open communication between students and teachers and a realistic understanding of each others' perceptions and needs.

We have found that the milestone experiences described above are integral to establishing a context for bringing our diverse student population together to allow community to develop within the Elementary Education Program. For example, shared goals are recognized in students' letters of introduction, in their essays "On Becoming a Teacher," and in the goals they identify for themselves in portfolio final growth statements. Common language of the profession is acquired through readings, discussions, and cooperative learning activities. Beliefs and values about teaching, learning, children, and schools are recognized and refined through readings, discussions and reflections on field experiences and are articulated in portfolio philosophy statements. Professional knowledge, skills and dispositions acquired from shared experiences throughout the Elementary Education Program result in the behaviors and attitudes valued in this community of educators. Shared goals, beliefs and values, common language, and ways of interacting are all features of community, which Sterling (1998 ) says move students beyond themselves to connect with others. Thus we see that the learning experiences included in course work contribute to the development of community within a constructivist environment. These features of community are all evident in student discussions, writings and teaching behaviors.

Conclusions

The foundation of the Elementary Education Program at Manhattan College is a strong belief in the central role of the learner in the education process which has been modeled in education courses and emphasized in the field placements. Our goal is to focus our students' attention on the central role that learners play in creating or constructing new knowledge through collaboration and community. The theory for this programmatic stance closely relates to Constructivism as described in Kauchak (1997) which states:

1. Learners construct their own understanding rather than having it delivered or transmitted to them.

2. New learning depends on prior understanding

3. Learning is enhanced by social interaction

4. Authentic learning tasks promote meaningful learning.

The significance of building community within our elementary education program brings Kauchaks' four components together as students acquire greater understanding of teaching and learning through use of prior knowledge and experiences while working together on meaningful assignments. Community helps our students build understanding of themselves and their histories as learners; strengthens the collegiality and sense of belonging that enables them to take risks as learners; helps them develop an appreciation and respect for the similarities and differences among each other. Finally, community is significant because it strengthens our student's resolve in their commitments to themselves, to their future students, and to the education profession.