STORIES FOR THE TEACHER'S ROOM  2003

Stories for the Teachers’ Room happened kind of accidentally; at least in that I did not intend to write a companion volume to Making Sense in the Field of Time and Space.I had been struggling for a long time with issues around professional development for educators.
I felt, and still feel, a need to explore alternative approaches to promoting learning, particularly deep learning, in people who educate other people.

 

There are numerous models in the field of professional development. Those that I have encountered, and in some cases designed for, seem to focus on delivering very specific information with the intention that the learner be able to do something very specific, e.g., assess phonemic awareness in a six year old; fill-out an IEP; “do” cooperative learning, …the list goes on.
As there are a number of models; so there are a number of promoters and practitioners. By suggesting alternatives to prevalent models, I do not (necessarily) disagree with their efficacy. For that matter, when the goal is procedural knowledge,
I readily incorporate many approaches. My search-in-progress for an alternative model and my vision for that model does not focus on procedural knowledge, but on deeper kinds of knowledge…conceptual knowledge, self-knowledge. I seek, therefore,
a much more holistic approach, one that encourages reflection and examination of fundamental issues
.
It was in the process of this search that the idea of writing Stories for the Teachers’ Room emerged. I had just completed my book of “reflections on the education of young human beings” and I was still reflecting on my reflections. One morning, while leaving the Post Office, I nearly collided with an elderly lady. She commented to me that I had “taught her a lesson,” and that reminded me of one of my reflections: Contexts for Teaching and Learning…
 
“Teaching and Learning can happen anywhere at any time. Teacher and learner have a good chance for success when the teaching and learning are motivated by genuine needs that arise from authentic “real world” situations. The best context for teaching young human beings to live in the world is the world inwhich they live. It’s not about the teaching!
It’s about the learning!” Reflection #29 from Making Sense in the Field of Time and Space
 
STORIES FOR THE TEACHERS' ROOM
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