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Extra resources for At the Heart of Teaching: A Guide to Reflective Practice (The Series on School Reform)
What if his name gets pulled out? What if he freezes in front of the school? Is he ready for this? ” Terry was last. Without quite knowing what I would do, I took his slip of paper and, walking to the front of the room, put my hand into the hat. As I stood there, shaking the hat above my head with one hand and calling on Marie to come select the lucky reader, my other hand slipped into my pocket and deposited Terry’s chance. When Anna’s name was read, the other volunteers moaned good-naturedly.
Maria: It’s weird how we all just kept going. We were trying to be nice, to not single her out. Mr. Appleby: Is it nice to ignore someone’s discomfort? Shannon: Isn’t it easier sometimes? Mr. Appleby: Easier for whom? I never got a good explanation from Kara to explain her withdrawal. I settled for “personal problems” as an answer. Whether she learned or grew from that day, I have no direct evidence, but later in the school year she emerged as a speaker in Socratics and, to the amazement of everyone, read a very personal autobiographical writing out loud to the class.
It is a practice that attempts to provide educators with new knowledge about student and teacher learning. 1). The practice of examining the work of students continues. Presently, teachers meet at conferences, at workshops, and in Critical Friends Groups to practice the protocols of “Examining Student Work” and to learn from their experience (see Chapter 7). ” moment that is so exciting. My position in our suburban school system is as a facilitator of professional development programs and a teacher of developmental skills for the classroom.