- 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
A key problem of school reform, I would argue, is when the wrong strategies are applied to the wrong settings. When any reform model is applied to a "sand" school, of course, it is doomed, and the attempt drains the energy and enthusiasm of all concerned, not least the developer/disseminators. P. 7
I agree with this statement. As my time in school has spanned three decades, and both levels of post secondary schools, I have realized there are many short comings at every level. There were also many positives at every level of education to date. While the solution to fix the negative areas in one school can not be blanketed to all schools, in hopes to make them better or to avoid possible future problems, small changes at every school can be made to better the future of each individually. It would appear that there are many sound ideas within this article and the use of sandcastles, brick houses and seeds are a good analogy as we all desire to live in a secure house and have an adequate education. I would suggest that pre-service teachers need to reflect on what was both positive and negative within their learning environments and impose as much as possible of those ideals that were positives. This I believe would be a major benefit as we see there are at least six sections of primary junior pre-service teachers at our university and there are a lot of universities offering the same courses we are taking. Even if half of each graduating class implements positive change, there will be many thousands of new teachers each year trying to make positive change. Those attempting new and positive changes will eventually create a great change in the educational system.
Jeremy Lawson
I agree with this statement. As my time in school has spanned three decades, and both levels of post secondary schools, I have realized there are many short comings at every level. There were also many positives at every level of education to date. While the solution to fix the negative areas in one school can not be blanketed to all schools, in hopes to make them better or to avoid possible future problems, small changes at every school can be made to better the future of each individually. It would appear that there are many sound ideas within this article and the use of sandcastles, brick houses and seeds are a good analogy as we all desire to live in a secure house and have an adequate education. I would suggest that pre-service teachers need to reflect on what was both positive and negative within their learning environments and impose as much as possible of those ideals that were positives. This I believe would be a major benefit as we see there are at least six sections of primary junior pre-service teachers at our university and there are a lot of universities offering the same courses we are taking. Even if half of each graduating class implements positive change, there will be many thousands of new teachers each year trying to make positive change. Those attempting new and positive changes will eventually create a great change in the educational system.
Jeremy Lawson