At the Heart of Teaching: A Guide to Reflective Practice by Jon Applyby, Joanne Dowd, Jan Grant, Somon Hole, Peggy

By Jon Applyby, Joanne Dowd, Jan Grant, Somon Hole, Peggy Silva, Joseph W. Check, Grace Hall McEntee, Mike Rose

That includes enticing narratives, this "how-to" publication delves into mirrored image as an idea and gives particular, replicable instruments for pro perform. every one bankruptcy attracts on a selected university state of affairs demonstrating the worth of instructor mirrored image and describing the nuts and bolts of the method, together with protocols for dealing with many various situations.

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Extra resources for At the Heart of Teaching: A Guide to Reflective Practice (The Series on School Reform)

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She talked about her academic strengths, and her willingness to assist others; she also discussed her lack of motivation in studying for tests or meeting deadlines, and her failure to turn in key assignments. We then invited Amy’s parents into the conversation. Her parents calmly stated that this information, coming from Amy, was a different picture than Amy had painted for them at home. They asked Amy questions to clarify what they had heard. We were silent during this exchange, “overhearing” Amy’s conversation with her parents.

But he has difficulty translating his thoughts into writing, and his reading skills are well below level. Actually, his comprehension is fine, but the reading itself is slow and awkward, and he often gives up. He knows this about himself. He has said to me, “I’m stupid. ” So I’ve really tried this year to find ways for Terry to meet with success. And sometimes to protect him from failure. Knowing how Terry hates to read out-loud to the group, I was shocked to see his hand go up when I asked for volunteers.

Give feedback to the facilitator on his or her leadership. Be specific by quoting ideas and naming individuals. Leadership can be learned. Individuals are visible and accountable. When Students Reflect Together: Socratic Discussions 25 whether a speaker makes a statement, asks a question, or interrupts to make a point. Early in the year I lead five or six Socratics in order to model possible texts and topics before I put students on the spot. I ask students to generate a list of positive and negative behaviors, which I then use in my observations.

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