A mounted policeman came along and began to talk with the teacher and have
the kids admire and stroke the horse. During the light conversation that ensued,
the policeman said that a teacher cannot put into a student what is not already ...
THE IDEA FOR WRITING THIS BOOK came out of my ten years of giving tours in Arlington National Cemetery. The history of the Arlington Estate and the misfortunes that befell the Lee family, resulting in their 1,100 acre property becoming a cemetery, made such an impact on me that I wanted to learn more about the man, Robert E. Lee. But, since I was already 54 years old and had not attended American schools, I knew nothing about James Town, Gettysburg, Bull Run, Antietam, or General Lee’s surrender to General Ulysses S. Grant at the home of Wilmer and Virginia McLean in the town of Appomattox, Virginia, on that fateful day in April 1865. By listening daily to tour guides going through their narration to visiting tourists, I began to learn the history of the Arlington Estate, and how it became a cemetery. I learned about all the wars America participated in, from the Revolutionary War up to July 2000. I quit my job as driver and tour guide on the grounds of this sacred shrine. I will try to bring Arlington National Cemetery to you, right where you are and place it within your fi nger tips. Just be creative and use your imagination to its fullest.
I stood in front of my new students , blue eyes staring blankly , realizing the
accuracy of the question posed , and feeling at a loss for words ( not a good sign
for a “ teacher of English " ) . I replied as honestly as I could , “ I hadn't noticed .
Author: Judith Shulman
Publisher: Psychology Press
This casebook is part of a nationwide effort to capture and use practitioner knowledge to better prepare teachers for the reality of today's classrooms, given a student population vastly different from that of even a decade ago. Consciously designed to provoke engaging and demanding discussion, the cases presented here are candid, dramatic, highly readable accounts of teaching events or series of events. Set in three of the nation's most diverse cities -- San Francisco, Los Angeles, and Phoenix -- the cases offer problem-based snapshots of on-the-job dilemmas. The teacher-authors discuss topics that generate heated interchange and run the risk of polarizing opinions and creating defensive assumptions, particularly those dealing with bias, race, and class. These issues, plus cultural behaviors and socioeconomic circumstances have important implications for classroom practices. By examining such issues, the editors hope that educators will see -- and act on -- the need for a greater variety of teaching styles, distribution of opportunities, and educational access for all students.
it seems that the concept of global citizenship was rather peripheral to more
pressing concerns regarding the realities of ... The problem for me is not that the “
good” global citizenship program has become the “bad” educational experience,
Author: Joanne Benham Rennick
Publisher: University of Toronto Press
International education and learn-abroad programs have received heightened interest in the knowledge economy, and universities are keen to create successful programs for students. The World Is My Classroom presents diverse perspectives on these experiential learning programs and ways of globalizing Canadian classrooms. Examining themes such as global education, global citizenship, and service learning, it sheds light on current debates that are of concern for faculty members, administrators, international partners, and students alike. The World Is My Classroom is the first book to examine pedagogical questions about the internationalization and globalization of higher education from an explicitly Canadian perspective. It features original reflections from students on their experiences in learn-abroad programs, as well a foreword by Craig and Marc Kielburger, founders of Free the Children and Me to We, on the benefits of international learning experiences. Universities considering developing, enhancing, and refining their learning abroad programs, as well as students considering these programs and experiences, will find this an insightful and useful book.
Every now and then, we would see George pick up his chair and head for the
corner of the classroom. ... I spent lots of time walking from recess with my arms
around George's shoulder, explaining to him that it was not necessary for him to ...
Author: Edith Bell Poe
In Through My Classroom Door, an Oklahoma teacher shares the humorous highlights and entertaining anecdotes from her long career that began in a one-room schoolhouse and came to a close at the University of Central Oklahoma. Edith Bell Poe brings her classrooms to life as she relays true stories that provide a heartfelt glimpse into the life of an educator. Such tales include her first day as a teacher at the tiny school in Soonerville, Oklahoma, when her students peeked in the door and ran away laughing. Five-foot-four-inch Edith later discovered that a school board member had told the children that the new teacher was a large mean woman who ate children for breakfast. Edith also shares the poignant moments when she witnessed the trials of a handicapped student and the time when a principal gently advised her that she would never be able to help all her students. From the middle-aged man who worked for three long years to learn to read, to the accelerated student who desired freedom from the bounds of a curriculum guide, Edith's anecdotes will inspire both new and seasoned teachers as well as students to persevere through all the challenges of the classroom.
Next door to my classroom, was a teacher with six difficult children. So difficult in
fact, that they seemed to take apart the classroom and the contents and to leave
the room in a state of total chaos and disrepair. Most of the children could not ...
Author: Sonia Burnard
The authors of this text suggest that teachers need to be able to cope with pupil behaviour before thay can even begin to deliver the National Curriculum. Often classes contain both statemented children those offcially recognize as having behavioural problems and unstatemented but difficult children. Teachers have few strategies to deal with the kind of behaviour that these children present as little, if any, of their training is allotted to classroom and child management.; The authors aim to raise awareness of behavioural needs in the classroom and avoid exclusions. They do this by encouraging school staff to work together to develop policies which will encourage good behaviour.
The teacher who helps his or her students get to know one another, trust one
another, and ultimately depend on one another builds a foundation that ... Their
classroom is not an “I”—“me”—“you” environment; instead, there is a sense of “us
Author: Ambrose Panico
Publisher: Solution Tree Press
Empower your students instead of coercing them through punishments and external rewards. Engaged by the activities in this character education curriculum, students will choose responsible behavior. Help your students master communication skills, create plans, make decisions, solve problems, and resolve conflicts. Your efforts will build classroom communities that support character development, individual and social responsibility, and academic excellence.
Emphasise that you do not appreciate your lesson being disrupted in the way it
was by student A shouting and then student ... You don't want them returning to
the lesson, laughing about what has been said by you outside the classroom and
Author: Kate Sida-Nicholls
Why can’t I stop my students from being noisy as they leave my classroom? What can I do when a student is texting on their phone in my lesson? How can I stop a student from constantly tapping their pen while I am talking? Sound familiar? Chewing gum, dropping litter, swearing, late homework and disruptive behaviour in class are just a few of the issues that teachers have to face every day in the classroom. How you choose to respond to these incidents, however minor they may first seem, can have a dramatic impact on the overall quality of your lessons. There is no one answer to behaviour and classroom management as different approaches have to be taken depending on the lesson, the groups of students and even the time of day. This highly practical book guides you through the choices that you need to make when confronted with the sorts of issues that you might face in your classroom. Dealing with the nitty gritty reality of behaviour management, it covers the common problems teachers encounter on a day to day basis and provides a series of realistic and practical solutions and their likely outcomes. Placing you at the centre of the decision making process, it allows you to experiment with a range of options in a reflective and engaging manner to see which of your choices may work and why others may not. This scenario based approach not only lets you explore the various options available to you, but also enables you to see the consequence of your actions. Written by an experienced teacher, this fun and interactive book is essential reading for all trainee and qualified teachers who want a fresh approach to behaviour management in their classrooms.
This was true of some teachers, especially in the late 1980s and early 1990s
when computers were still unique in classrooms and not prevalent in homes,
especially not in teachers' homes. But it is not fair to blame the teachers for lack of
Author: Schifter, Catherine
Publisher: IGI Global
Technology has impacted how many teachers develop methods of instruction in their classroom settings. The Continuous Practice Improvement (CPI) professional development program introduces teachers to infusing computers into the curriculum and classroom activities seamlessly. Infusing Technology into the Classroom: Continuous Practice Improvement retells compelling stories of a successful computer-related professional development program that was implemented into Kindergarten through eighth grade classrooms of a Philadelphia school. Through an analysis of the study, a theoretical model to guide technology infused professional development for teachers is discovered.
I believe he was thinking about incorporating the ideas in his school and wanted
to gauge the reaction from the handful of teachers that were there. Seeing how I
was only a student-teacher I did not say anything to the principal for fear of any ...
Author: Jason Beaudry
We have all heard that our students are losing the ability to think for themselves, but what can we do to change that? Written by an educator on the front lines, Social Media in the Classroom: Why Ontario Students Are Failing in the Real World takes a strong stand on issues such as standardized testing, class sizes, and individual education plans (IEPs), to name but a few of the important challenges facing students, parents, and teachers today. In taking a passionate stance on hot-topic educational issues of the day, author Jason Beaudry discusses issues and makes recommendations to improve the current education system. He hopes to inspire strong feelings in all readers, as he teaches them a better understanding of how Ontario’s youth are ill-prepared for their future. Beaudry explores how weak reading and writing skills are dangerous to students; how standardized testing does nothing but waste precious time and resources; how investing in more teachers and classroom assistants could change the future; how students can help themselves by becoming independent learners; and how current education fails to train the next generation of skilled workers. He also describes ways for you to be a part of the change. This study is the product of one dedicated teacher’s quest to make a real change in Ontario’s educational system. He wants nothing more than to improve the ways in which Ontario students are being educated and prepared for life after high school.
nected with the fact that I was a female, and it was just one of my “natural” talents.
When we arrived at whatever beach or lake we were going to for the day it was
time to unpack the bus and van. Again I was left to do most of the work. Not only ...
Author: Mohammad H. Tamdgidi
Publisher: Ahead Publishing House (imprint: Okcir Press)
This Spring 2008 (VI, 2) issue of Human Architecture: Journal of the Sociology of Self-Knowledge includes two symposium papers by Klaus Fischer and Lutz Bornmann who shed significant light on why the taken-for-granted structures of science and peer reviewing have been and need to be problematized in favor of more liberatory scientific and peer reviewing practices more conducive to advancing the sociological imagination. The student papers included (by Jacquelyn Knoblock, Henry Mubiru, David Couras, Dima Khurin, Kathleen O’Brien, Nicole Jones, Nicole [pen name], Eric Reed, Joel Bartlett, Stacey Melchin, Laura Zuzevich, Michelle Tanney, Lora Aurise, and Brian Ahl) make serious efforts at developing their theoretically informed sociological imagination of gender, race, ethnicity, learning, adolescence and work. The volume also includes papers by faculty (Satoshi Ikeda, Karen Gagne, Leila Farsakh) who self-reflectively explore their own life and pedagogical strategies for the cultivation of sociological imaginations regardless of the disciplinary field in which they do research and teach. Two joint student-faculty papers and essays (Khau & Pithouse, and Mason, Powers, & Schaefer) also imaginatively and innovatively explore their own or what seem at first to be “strangers’” lives in order to develop a more empathetic and pedagogically healing sociological imaginations for their authors and subjects. The journal editor Mohammad H. Tamdgidi’s call in his note for sociological re-imaginations of science and peer reviewing draws on the relevance of both the symposium and other student and faculty papers in the volume to one another in terms of fostering in theory and practice liberating peer reviewing strategies in academic publishing. Anna Beckwith was a guest co-editor of this journal issue. Human Architecture: Journal of the Sociology of Self-Knowledge is a publication of OKCIR: The Omar Khayyam Center for Integrative Research in Utopia, Mysticism, and Science (Utopystics). For more information about OKCIR and other issues in its journal’s Edited Collection as well as Monograph and Translation series visit OKCIR’s homepage.
The history of the world—the great, classical, universal themes of history and
literature—is in the heart of each child. What is more tender and terrifying than
first love? Is there one among us who has not betrayed (or been betrayed by) a
Author: Bernie Schein
Publisher: Sentient Publications
Using stories from his classroom, Bernie Schein shows how his untraditional educational methods help middle-school students overcome their defense mechanisms and focus on the secret to their creativity--true emotion.
Even though I had not shared the same feelings of loss as others in my class, the
course required us to open up to one another. Every day that I entered the
classroom for Love and Loss, I knew that we would be confronting a difficult
aspect of ...
Author: Jeffrey Berman
Publisher: SUNY Press
Shows how death education can be brought from the healing professions to the literature classroom.
As I became more confident in the classroom I adjusted my strategies, I was able
to look critically at the areas I was ... how they did in the class because; when I
handed back graded work they seemed frustrated by their low grades, but did not
Author: Nicole E. Johnson
Publisher: Cambridge Scholars Publishing
Teaching to Difference? The Challenges and Opportunities of Diversity in the Classroom offers a comparative perspective on the pedagogical and cultural issues in managing differences and diversity in the classroom. Using reflections and experiential analysis, the volume presents perspectives on the experiences of teaching and learning through differences of race/ethnicity, culture, sexual orientation and gender, language, special needs and geography, from contexts such as the United States, Canada, New Zealand and Israel. The reflections are presented from the viewpoint of minority teaching professionals and white educators teaching diverse student populations ranging from K-12 to college students and pre-service teachers. This volume provides a lens into the questions, reflections, and experiences of teachers and practitioners when they encounter difference in the classroom. The essays highlight the trepidation and frustration educators feel when they perceive themselves to be ill-prepared for diversity in their classrooms. However, there are also essays of triumph and success when teachers feel they have reached their students in a meaningful way. Additionally, through the experiences depicted, teachers describe their processes of connecting to students, how they determined what worked and did not work in their journey, and what they learned from the experience that continues to impact them.
How does it fit in my classroom? Quality is an elusive concept. ... How important
is quality in our classrooms? What about the ... Instituting a quality program does
not mean that quality does not exist in your classroom. Quality does not mean ...
Author: Jerry Arcaro
Publisher: CRC Press
Based on the experiences of a practicing teacher, Creating Quality in the Classroom focuses on the paradigm shift required by teachers and students to build upon the good things that already happen in the classroom. Successful lesson plans and methods using the tools and techniques as outlined in this book encourage teachers at all levels to put in the time and effort to effect positive change in the classroom. This interesting and highly readable volume shows how the theory of teaching is put into practice, thus enabling education professionals to review and adapt successful teaching methods and activities to their individual environments. The quality tools and techniques are clearly explained and referenced in an easy-to-use format. As Federal law requires students to receive a free and appropriate education in the least restrictive environment, quality in the classroom enables all students to benefit-intellectually, socially, and emotionally. This unique book addresses the techniques and practical methods to make this happen.
most memorable students are usually those who have presented me with some
type of behaviour problem while in my classroom. They have demonstrated not
only a challenge but have displayed a personality that was different from the ...
Author: James G. Devine
Publisher: Xlibris Corporation
Frank Johnson is a teacher. Tonight he is celebrating his retirement among colleagues and friends. As a writer, he reflects about his experiences in the classroom with his students. Echoes from the Classroom is a book filled with adventure, imagination and humour from a teacher`s point of view. This book includes more than 50 short stories that take you on a journey through one mans life. In part one, Frank tries to readjust to a new life outside the classroom while still clinging to past educational experiences. In part two, Frank reflects on his manuscript of stories and in part three, Frank deals with an assortment of related educational stories. Part four brings us full circle, back to Frank and our original story, but with a surprising conclusion.
From classroom discussions, students learn that answers might not be obvious
from the content and instead might need to be constructed. This insight is then
applied to their own reading, and especially to test-taking. Students know that
Author: Esther Fusco
Publisher: Teachers College Press
This practical guide provides teachers with a step-by-step process for implementing a set of questioning strategies known as the Questioning Cycle. This strategy supports teachers in planning and asking questions, assessing students' responses, and following up those responses with more questions to extend thinking. --from publisher description.
The status of the classroom knowledge and whether it is deemed to be
constructed by language or not is examined by means of the language
interactions of teacher and student, for this has bearing also on their relations of
power and ...
Author: Wendy Morgan
Critical literacy investigates how forms of knowledge, and the power they bring, are created in language and taken up by those who use texts. It asks how language might be put to different, more equitable uses, and how texts might be recreated in a way that would tell a different story. This book is a carefully documented and critically analysed example of the growing emphasis on critical literacy in syllabuses, government reports and the like. It: * bridges the gap between academics' theorizing and teachers' work * describes how secondary teachers have planned and implemented critical literacy curricula on a range of topics, from Shakespeare to the workplace * listens to teachers reflecting on their teaching and analyses classroom talk * extrapolates from present practice to a future critical literacy in a digitised, hypermedia world. Teachers and students of education, critical literacy advocates and theorists of literacy and schooling can learn much more from this book, which shows how critical literacy teachers, and their students are contributing to the ongoing reinvention of English education as critical literacy.
In the process of becoming a teacher, I have had to wrestle with the gap between
the experience of teaching in the then-and-there of each classroom and the
models of teaching that I had come across. It is not that teaching as reflective ...
Author: Wolff-Michael Roth
Publisher: Greenwood Publishing Group
In a revolutionary work that combines the disciplines of phenomenology, critical psychology, and sociology, Roth proposes a praxeology that eliminates the current gap between teacher education theory and practice.