- 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
- Teachers as Changing Agents
- 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
- Why Teachers Must Become Change Agents
- Mike's Thoughts
- Jeremys stuff
Not only however does the teacher need to know the child generally, as one of a group, he needs to know him as an individual his power and his weakness, his peculiarities and temper, and his present standpoint with respect to knowledge. (bottom of page 3 in PDF format or page 26 within documentation.)
I liked this statement as because I could relate to it. I remember the most from the teachers who seemed to take an interest in the students and related topics from the subject to them. By this I mean they made the classes interesting so that our weaknesses were not as weak because the topics were related to things we already knew and enjoyed to think and talk about. I believe this will be helpful in the future practicum and where ever we end up as individual teachers. I believe this because if we can know the children we are teaching we will be able to mould the material to what they need to know, so their retention levels will be the highest that they can be. The teachers that I learned the least from tended to be the teachers that would do the “chalk and talk” and drone on and on. This did become problematic even at the undergraduate level. As it mentions within the article that one must have the children’s attention and this plays into knowing the children. As teachers we need to know how to keep their attention. Unfortunately not all teachers follow this advice. I have noticed within some of my own classes here at the Faculty of Education students fall asleep, have their own conversations and take pictures of funny things happening within the class. This is an indication that some teachers are not willing to adjust their styles to keep their students engaged in class. This is unfortunate because the information seems pertinent but dull in the format that it is presented. However the teacher either chooses not to see what is going on in their class or does not know how to change or correct the situation.
Jeremy Lawson
I liked this statement as because I could relate to it. I remember the most from the teachers who seemed to take an interest in the students and related topics from the subject to them. By this I mean they made the classes interesting so that our weaknesses were not as weak because the topics were related to things we already knew and enjoyed to think and talk about. I believe this will be helpful in the future practicum and where ever we end up as individual teachers. I believe this because if we can know the children we are teaching we will be able to mould the material to what they need to know, so their retention levels will be the highest that they can be. The teachers that I learned the least from tended to be the teachers that would do the “chalk and talk” and drone on and on. This did become problematic even at the undergraduate level. As it mentions within the article that one must have the children’s attention and this plays into knowing the children. As teachers we need to know how to keep their attention. Unfortunately not all teachers follow this advice. I have noticed within some of my own classes here at the Faculty of Education students fall asleep, have their own conversations and take pictures of funny things happening within the class. This is an indication that some teachers are not willing to adjust their styles to keep their students engaged in class. This is unfortunate because the information seems pertinent but dull in the format that it is presented. However the teacher either chooses not to see what is going on in their class or does not know how to change or correct the situation.
Jeremy Lawson