- Phuong's Reflections
- Teachers as Changing Agents
- Moral Education
- Sand, Brink and Seeds
- Education for Citizenship
- The principles and practice of teaching and class management
- Second Thoughts about Democratic Classrooms
- The Other Side of Inclusion
- Learning or Unlearning Racism
- The Victimization of LGB Youth
- Multicultural
- Education Toward a Culture of Peace
- Becoming a Professional
- LL's Reflections
- Why Teachers Must Become Change Agents
- Moral Education and the Need for Teacher Preparation
- Sands, bricks, and seeds: School change strategies and readiness for reform
- Educating for Citizenship in Canada
- Class Management from the Side of Teaching
- Democratic Classrooms: Promises and Challenges of Student Voice and Choice
- Learning in an Inclusive Community
- Breaking the Cycle of Racism in the Classroom
- Victimization of LGB
- Equity
- Psychological Needs
- Becoming a Professional
- Mike's Thoughts
- Jeremys stuff
"Often their displeasure with cooperating teachers existed, at least in part, because of
the disparity between their program’s vision for the kind of teacher they should become and what they observed in the field." (Ronfeldt and Grossman, 2008, page 48)
During my second placement, I was pretty surprised by some of the things that went on in the classroom. I remember being told not to write a student's name on the board to call attention to the student, but my associate teacher did this daily, because the students did not hand in some assignments. If the assignments were not completed, the students had to stay in during recess to finish their assignments. Here we are taught to not to punish students by keeping them from their recess, because they need their breaks outside to have their daily physical activities. I felt that the classroom structure itself was not organized, students would always lose their assignments. The associate's teacher's idea was that if you cannot find it, you would have to redo it during recess. I remember being in my first placement where they teacher had collection basket for each subject, once they were done their assignments, they could drop it into the baskets right away. I had such a hard time with collecting students work for assessments, because the classroom structure was so unorganized, students were given worksheets to be completed for the next day. The next day many of them will not know where their assignments are, or they have lost it. I had to go around to each student to ask for the assignments if I wanted to collect them for assessments. When the students could not find their assignments, I was told by my associate to keep them in for recess, so that they could finish their assignments. I was made to do this a couple of times because the associate teacher wanted assessments for the reports. I felt so awful.
p.h
Reference
Ronfeldt, M., & Grossman, P. (2008). Becoming a professional: Experimenting with possible selves in professional preparation. Teacher Education Quarterly, 35(3), Summer, 41-60.
the disparity between their program’s vision for the kind of teacher they should become and what they observed in the field." (Ronfeldt and Grossman, 2008, page 48)
During my second placement, I was pretty surprised by some of the things that went on in the classroom. I remember being told not to write a student's name on the board to call attention to the student, but my associate teacher did this daily, because the students did not hand in some assignments. If the assignments were not completed, the students had to stay in during recess to finish their assignments. Here we are taught to not to punish students by keeping them from their recess, because they need their breaks outside to have their daily physical activities. I felt that the classroom structure itself was not organized, students would always lose their assignments. The associate's teacher's idea was that if you cannot find it, you would have to redo it during recess. I remember being in my first placement where they teacher had collection basket for each subject, once they were done their assignments, they could drop it into the baskets right away. I had such a hard time with collecting students work for assessments, because the classroom structure was so unorganized, students were given worksheets to be completed for the next day. The next day many of them will not know where their assignments are, or they have lost it. I had to go around to each student to ask for the assignments if I wanted to collect them for assessments. When the students could not find their assignments, I was told by my associate to keep them in for recess, so that they could finish their assignments. I was made to do this a couple of times because the associate teacher wanted assessments for the reports. I felt so awful.
p.h
Reference
Ronfeldt, M., & Grossman, P. (2008). Becoming a professional: Experimenting with possible selves in professional preparation. Teacher Education Quarterly, 35(3), Summer, 41-60.