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Read or Download At the Heart of Teaching: A Guide to Reflective Practice (The Series on School Reform) PDF
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Extra resources for At the Heart of Teaching: A Guide to Reflective Practice (The Series on School Reform)
Time: 30–40 minutes) 1. The facilitator welcomes and introduces each member of the group, then outlines the protocol and the time frame, and asks one participant to serve as note-taker. (2 minutes) 2. If the meeting had been called to discuss behavioral concerns, the facilitator asks everyone to read through the appropriate behavioral guidelines. (3 minutes) 3. The facilitator speaks to the student, and asks for an update on strengths in Course A. What is going well in that class? Does the student understand the material?
These students were accustomed to the “usual rules” of cooperative behavior and called these out as they had been taught at home and from the time they were in the first grade. We should cooperate. Classmates should be polite to one another. The Presentation: Examining Students At Work 13 Sharing is good. Fighting is not allowed. Meanness is not allowed. Treat others as we want to be treated ourselves. We initiated a discussion about school experiences where students were affected by the actions of others.
Mr. Appleby: Kara, do you think you stopped asking questions? Kara: Yes. Mr. Appleby: Why did you stop? Kara: I’m having a terrible day. I just couldn’t. (Kara wept, stood, and left the room. ) Josh: I guess this shows how important it is to have a leader. Mr. Appleby: Why didn’t others step forward and lead when you saw Kara bail? Shannon: That’s a good point. We should have. Why didn’t we? 32 Jon Appleby Mr. Appleby: Once the topic is introduced and begun, is leadership shared? Is it the obligation of just one person to see to the topic?