Monday, June 10, 2013
Reflection on Community and Inclusion
I have come to understand some of the true meanings of community and
inclusion throughout this quarter and particularly through reflecting upon
these readings within the last week. Christenson (2007) and Lyman (2001) both
taught me that sometimes the toughest topics are the most useful to creating
and strengthening a classroom community. They also gave me quite a bit to
reflect upon and contemplate ways I may be able to use death, violence, or
other challenging topics to advance education rather than try to keep them
hidden. Sapon-Shevin (2001) brought about a fuller reflection upon all-level
student integration within the classroom, and how it could bring about positive
environments and change in educational settings. Finally, Harris (2001) and
Beaton (2001) opened my eyes to the toll traditional discipline takes on
classroom communities and feelings of inclusion. I know that I still have much
to continue to think about and reflect upon, but I am glad I read these
articles to give me a foundation for my thoughts as I move forward.
Thursday, June 6, 2013
Teaching Metaphor
Teaching is a jigsaw puzzle.
The parents, the principal, the volunteers, the superintendent, the curriculum, the other teachers, and the community; these are the exterior pieces. The ones who help frame and hold the puzzle together.
Each student is an interior piece in the puzzle with its own unique picture and shape. Each piece has its own unique interaction/fit within the puzzle that can be replace by no other piece, yet its fit may change with wear and time.
The teacher is the puzzle master, trying to figure out where each piece goes, how each piece interacts with the others, and how the pieces fit together to make a beautiful picture.
The entire picture/finished puzzle is a collaborative, functioning classroom. The pieces are interacting in their optimal capacity. Each child is learning and growing through the help of one another. The teacher can see the whole picture, see how the pieces fit together, and adjust the pieces if the picture or optimal fit needs amending or adjusting.
The puzzle is incomplete without any one of the pieces and will never be complete without a competent puzzle master.
The parents, the principal, the volunteers, the superintendent, the curriculum, the other teachers, and the community; these are the exterior pieces. The ones who help frame and hold the puzzle together.
Each student is an interior piece in the puzzle with its own unique picture and shape. Each piece has its own unique interaction/fit within the puzzle that can be replace by no other piece, yet its fit may change with wear and time.
The teacher is the puzzle master, trying to figure out where each piece goes, how each piece interacts with the others, and how the pieces fit together to make a beautiful picture.
The entire picture/finished puzzle is a collaborative, functioning classroom. The pieces are interacting in their optimal capacity. Each child is learning and growing through the help of one another. The teacher can see the whole picture, see how the pieces fit together, and adjust the pieces if the picture or optimal fit needs amending or adjusting.
The puzzle is incomplete without any one of the pieces and will never be complete without a competent puzzle master.
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