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I used to think .... Now I think!
Transcript of I used to think .... Now I think!
I have come to the
I am the decisive element in the classroom
. It's my daily mood that makes the weather. As a teacher, I possess a
tremendous power to make a child's life
I can be a tool of
or an instrument of
. I can
. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a
Dr. Haim Ginott
Your work is to discover your world and then with all your heart give yourself to it.
If kids come to us [educators/teachers] from strong, healthy functioning families, it makes our job easier.
If they do not come to us from strong, healthy, functioning families, it makes our job more important.
If a seed of a lettuce will not grow, we do not blame the lettuce. Instead, the fault lies with us for not having nourished the seed properly.
Great teachers empathize with kids, respect them, and believe that each one has something special that can be built upon.
Something new to think about every week.
MACBEATH, J. (2014) Lecture 2: Being a teacher [Lecture] Week 1: Being a teacher: a professional privilege. Foundations of Teaching for Learning 1: Introduction. Coursera, February 2014.
MACBEATH, J. (2014) Lecture 2: Thinking about Thinking [Lecture] Week 2: Thinking about learning. Foundations of Teaching for Learning 1: Introduction. Coursera, February 2014.
MACBEATH, J. (2014) Lecture 1: What is a good school? [Lecture] Week 3: How Good is my classroom. Foundations of Teaching for Learning 1: Introduction. Coursera, February 2014.
MACBEATH, J. (2014) Discussion with Professor Suseela. Discussion about some of the key things that are emerged in week one and week two. [Recording available online on Coursera] Foundations of Teaching for Learning 4: Curriculum. Coursera, February 2014.
MACBEATH, J. (2014) Lecture 1: A world of change [Lecture] Week 4: Continuing to learn in a changing world Foundations of Teaching for Learning 1: Introduction. Coursera, February 2014.
MACBEATH, J. (2014) Lecture 4: A review: Questions of professionalism [Lecture] Week 4: How Good is my classroom. Foundations of Teaching for Learning 1: Introduction. Coursera, February 2014.
I have learned ...
... teaching is a never stopping thinking task!
A thought by:
What does it mean to be a teacher?
What kind of identity do you have as a teacher?
What have you learned up until now about teaching and about learning?
David Perkins's routines:
1. Me, You, Space, Time. (MYST)
2. See, think, wonder.
Now there's an awful lot of research, which is often called the self-fulfilling prophecy that if we tell children they are clever, they are much more liable to become clever. If we tell them they're stupid, then they're very much more likely to act in a stupid way.
If you think you're too small to make a difference, you've never been in bed with a mosquito.
The Theory of Change of Malcom Gladwell,
is based on three key ideas:
a few people doing something different;
being sticky enough to catch;
and an environment that helps
them to catch.
We always have to go beyond our thinking
about children as simply existing in that period
of time when they're in the classroom.
"We take them big, small, rich, poor, gifted, exceptional, abused, frightened, confident, homeless, rude, and brilliant; We take them with attention deficit hyperactivity disorder, junior rheumatoid arthritis, we take them all; Everyone; And that is why it's not a business: it's a school." Cirone
The power of the teacher! YES!
A Super Power .... but as Peter
Parker said: With great power comes great responsibility!
It is not easy, even being a reflexive teacher, to be right if at all possible! Every little bit is context related and there are too many variables to consider ... I can do only my best effort!
Make child's life miserable or joyous.
I can be a tool of torture instrument of inspiration.
I can humiliate or humor, hurt or heal.
It is my response that decides whether a crisis will be escalated or de-escalated
if a child humanized or de-humanized
Dr. Haim Ginott in the quote presented before.
Displays ... to display or not to display ... my personal conundrum.
If they are not supportive for the formal, informal or hidden Curriculum ... I prefer a clean room with no distrations!
And my students? Is it helpful?
Time management ... truly helpful ... but how can one manage something barely existent? Plan less? Plan "thinking time" - I loved this idea and I will be reflecting on this on my next plannings!
Open questions ... Point's of view ... so much learning so litle time :(
The way I try to integrate all of this in my classroom is by planning across ... start with literacy and choose an illustration that will take us to art and discuss a picture leading us to knowlodge and understandig of the world, collect data and turn it into a maths lesson or a drama/PE exercise ...
Doesn't always work ... any suggestions?
A Child answer o “What makes a good teacher?” was “The teachers that make you feel clever.”
“As a teacher you don’t just deliver” (MacBeath, 2014)
This is it!
This notion of the child as whole and the curriculum as tool to shape a citizen might be perceived as a holistic approach to teaching. A “humanistic vision of learning” is the United Nations Educational, Scientific, and Cultural Organization (UNESCO) description.
UNESCO four pillars: Planning for individual development, teaching a child to be unique and special (Learning to be); Planning according to a syllabus, teaching a child to generalize knowledge trough different experiences and subjects under the same theme (Learning to know); Planning for engagement, teaching a child to have self-control, grit and zest (Learning to do); and Planning for feedback, teaching a child character skills and promoting a positive classroom (Learning to live together).
It easier said than done.
"I have a dream!"
Working closely with children in the classroom
and parents in support groups, I became very aware that every child has their own very unique learning style. I could assess each child's characteristics and sort them as groups according to their needs and talents, but it's my belief that a rapidly developing brain doesn't benefit from this trial and error process. In my search for refining my judgment I came across clinical neurophysiology and some evaluation tools. I hypothesized this could be an important tool to assess children's learning needs and improve teaching methods more than academic tests would ever do, specially at the early stages of development.
As a teacher the more I research and learn about brain function the more I conceive the need to focus on each brain needs: “Blame the brain not the child” I say.