By Claudia Mitchell
Designed to be used through academics and instructor educators, this article can help you either beginner and skilled academics reinterpret their operating lives. The reader is led on a direction of private exploration that is going past usual ways and leads from the non-public to the severe. Illustrative fabric is drawn from all degrees, from kindergarten to school, to light up concerns and questions basic to academics' lives. movie and literary narratives offer additional case stories and give a contribution to the fusion of serious mirrored image and daily realities that sometimes tell academics' reports of labor.
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Extra info for Reinventing Ourselves as Teachers: Beyond Nostalgia
What are some of the possible ‘lessons learned’ for the other students who ‘remember’ for Lana? • How might we read memories of these teaching-learning episodes (our own or Sam’s, Lana’s or Alison’s) in the context of class, race, gender? Individual • Does the pain diminish when people are further on in their teaching carrer and if so, how does the act of teaching itself—being able to do something constructive—contribute to that diminishing of pain? • Is the vividness of the pain about former teachers unique to teachers as compared with those who do not become teachers?
After all, the Babylonians were a fascinating study for this grade 5 student. In his eyes, the project was more than just something to hand in. It was his creation. It was something tangible that represented his knowledge, interest and desire to learn. The big day arrived. The project was due. Everyone told him that it was wonderful—even his nasty older brothers. Sam gave the project to his teacher and he was beaming with pride for a job well done. Now he had time to hang out with his friends. Everything was great until the end of the week.
I remember the mother telling me that I was a great mother’s helper. We have other examples of teachers organizing themselves in non-hierarchical ways. Claudia, for example, recalls the experience of playing ‘school staff’ with her best friend. In particular she recalls how each had her own classroom ‘mapped out’ of snow. The classrooms were side-by-side and much of their play, as she remembers it now, was organized around discussions about preparing classes and dealing with recalcitrant students.