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Full-Text Articles in Education
"Whatever! You Think I Care?", Lori Desautels
"Whatever! You Think I Care?", Lori Desautels
Scholarship and Professional Work – Education
I was thinking this afternoon of the misunderstood "language" from developing children and adolescents that we often receive as educators. This is the type of language that catches us off guard as we posture for the perfect discipline-minded "one-up" response. Sometimes it feels frustrating -- and actually downright awful -- when we hear our reactions unintentionally mirroring those anxious or angry emotions, personalizing these conversations when, in actuality, it has nothing to do with us!
Perspective: A Game Changer In The Classroom And In Our Lives, Lori Desautels
Perspective: A Game Changer In The Classroom And In Our Lives, Lori Desautels
Scholarship and Professional Work – Education
What is perspective? What does it have to do with teaching, leadership, and learning? The Oxford English Dictionary defines perspective as: "A particular attitude toward or way of regarding something; a point of view." Blending this definition into our instruction, classroom cultures, and relationships, perspective drives all we are and do in our classrooms. Perspectives are bundles of beliefs, a mindset that we each embrace determining how we see one another, our experiences, and possibilities or lack thereof. As teachers, our perspectives directly impact student emotions and their learning, because emotions are contagious.
Survive And Thrive During Testing Season, Lori Desautels
Survive And Thrive During Testing Season, Lori Desautels
Scholarship and Professional Work – Education
Right now, students across the nation are embarking upon a series of standardized tests following intense days and weeks of test preparation accompanied by anxiety and worry from both parents and educators. Many of these test participants are English as a Second Language (ESL) learners with a wide diversity of learning potential, social and emotional challenges, strengths, cultures and interests. Among these young learners, there are many who put themselves to bed in the evening, get themselves up and ready for school, and do not have breakfast, arranged homework times or adult support to guide their school days...
Características De Los Modelos Didácticos En La Formación De Maestros De La Escuela Normal Superior Distrital María Montessori, Gloria Esperanza Castellanos Castillo
Características De Los Modelos Didácticos En La Formación De Maestros De La Escuela Normal Superior Distrital María Montessori, Gloria Esperanza Castellanos Castillo
Maestría en Docencia
La investigación denominada La Formación Pedagógica desde los Modelos Didácticos, se enmarca dentro del macro-proyecto de investigación en Formación docente de la maestría en Docencia de la Universidad de La Salle. Las indagaciones recolectadas entre los años 2012, 2013 y 2014, se validaron por los parámetros de la investigación descriptiva, que el diseño de un trabajo de campo de recolección de información, que incluye la elaboración de entrevistassemi-estructuradas y las observaciones de clase, realizadas en la Escuela Normal Superior Distrital María Montessori de la ciudad de Bogotá DC, tanto a los maestros como a los estudiantes, que sumado a un …
Beyond The Content And Pedagogy : A Step Forward Towards Value Based Teacher’S Professional Development, Sharifullah Baig
Beyond The Content And Pedagogy : A Step Forward Towards Value Based Teacher’S Professional Development, Sharifullah Baig
Professional Development Centre, Gilgit
This paper reviews the contemporary literature of human values and valuation processes, and proposes a re-conceptualized model of a teacher’s professional development. This paper suggests a thorough analysis of the teacher’s personality and devises alternative, well thought-out strategies and approaches to alter self-knowledge, values, valuation processes, and beliefs to imbed the desired impact on their teaching practices. This paper supports the use of deliberate attempts to alter the basic motivation level of teachers and to deliberately expose them to available knowledge to modify their values, attitudes, and actions in their respective professions, organizations, and formal associations. Hence, such professional development …