Teaching PortfolioTable of
Contents
A.
Thematic Unit: Building
Bridges through Relationships Integrated
Literature Web
1 Goals
for Breaker’s Bridge
2 Into 1.
knowledge of bridges, art project
3 2.
share
folk tales
4 Through 1.
Reading
Comprehension
5 2.
Metaphors
6 3.
Themes:
nature, balance and cycles of life
7 4.
Format
for small group discussions
8 5.
Character
Web
9 Beyond 1.
Who
would you build a bridge to?
10 2.
Who
would you like to mend a bridge to because you used to be better
friends
10 3.
Rubrics
11-12 Geography
of Bridges
13 Building
a Toothpick Bridge
14 Pictures
of Bridges Lesson
15-19 Math: 1.
English/Metric
20 2.
Weight
21,22 3.
Volume
23,24 4.
Distance
25,26
B. Education
Literature: Review and Analysis
1. My Trouble is my English
27,28 2.
“Folk processes and the media creatures: Reflections on popular
culture for literacy educators”
29
3. Social Studies Framework
30-32 C.
Personal Growth, Classroom
Presence, Parent Partnership
Philosophies of Education and Teaching
33,34
Journal Excerpts
35
Goals for first year
36
Classroom Environment/Guidelines
37,38
Parent Partnership Plan
39 D.
Two Samples of Bridges Books
Included: by Desi Mena and Megan Quinn, fifth graders Vista del Valle, 1998 Philosophy of Education
Education is
opportunity: a chance to learn about self and the world, and hopefully to
grow and develop into a whole maximization of talents and gifts. With
a realization of weaknesses
and goals, one can always improve and find the tools or people necessary
to thrive and compete. People have the potential to work toward any dream.
Reaching the dream is not the ultimate, it is the journey that feeds the
heart, mind and soul full of experience, joy, and pain.
A complete education
is mental, physical, and spiritual. They all contribute to and build upon
each other as a person goes through life. If a person lacks in physical
nourishment they will not be able to think, if a person cannot form strong
beliefs and opinions they will not be able to act, and if a person is not
strong-willed, and courageous they will not be able to survive long enough
to learn how to form opinions and act on them. Some educations have
creeds, codes, rules, dogma, and guidelines for what is to be learned. And
in that way they are limiting for they should all be possible goals
instead of strict parameters for thinking. My feeling is that when I come
to the moment that I no longer have anything to learn or develop then I
will pass on from this life, or I will become a very sad person.
Thankfully many directions in my life are still undefined even up to now.
That will be the thrust of my continuing education as a person, as life
unfolds for me and opens my mind to new questions and paradigms, and
guidelines to explore. I agree that knowledge is not accumulation but
rather better understanding within new frameworks, environments and
circumstances. Cultures are
constantly meshing, as the world becomes smaller and smaller. Physical
distance is covered so quickly now, that we cannot help but be mixed
together and force each other to include viewpoints and opinions from
across the globe. We must honor each culture and give it the respect it
has earned by surviving and developing up until today. Instead of a
melting pot, we must be a growing book always willing to write new
chapters and edit forgotten or hidden vignettes into the story of
understanding, cooperation,
and conflict. Linguistically, everyone should learn as many languages as
they can. Even learning pieces and phrases from other languages can ease
tension, increase understanding, and open doors for people. But economic
success is often linked very closely with aptitude and skill in the
language that dominates a country where a person chooses to reside. At the
moment English-speaking countries dominate many global economies, this is
not necessarily a permanent fixture but it is today’s reality.
We must understand that there is always more to learn, and we have
the capacity to incorporate the knowledge, values, and skills to live and
maximize our gifts. “Respect, tolerance, and amiability toward one another
is the very minimum expected, and is essential” within Lou Casamassa’s Red
Dragon dojos and true of any educational setting. I have had great and
lousy teachers. Sometimes I would listen cause I loved their accent, their
mannerisms, or just their passion for a subject. My best teachers were
accessible when I had questions, fostered desire, valued student input,
were willing to change their own opinions, and helped me take the next
step. It always felt like they took me to the next level, or introduced me
to someone or something that could. If I can create a setting similar to
my favorite teachers than I will be able to share my knowledge, values,
and examples as a critical thinker that values creativity and
dialogue. Parent Partnership
Plan Parent participation
can bolster better performance from the students, because they will feel
supported at home. I want parents to know that I recognize them as the
primary teachers for each child, and that I would love to have them
involved in my room. The more positive adult role models in the class the
better. I also know there will always be work that could be delegated to
helpful hands. 1. Volunteering: asking for
volunteers, especially when specialized knowledge could benefit the
class 2. Take home
discussion questions, every week or couple of weeks I want students to
have mandatory discussions with their parents about topics discussed in
class. I may even have students record the questions in the guise of oral
interviews. 3. Donations of
resources: some parents would rather or are only able give physical things
when time does not allow them to be there in person 4. Interviews,
to make periodic calls to update parents of student progress whether it is
good or bad news, try to call everyone at least once during the year 5. Signatures
on homework, not all homework but occasionally so parents can know what
their students are doing at school. It is my feeling that many students
keep schoolwork a secret at home. My little brother reveals very little of
his school life on his own, and I assume that is common of many students.
If not on completed homework than on homework packets sent early in the
week so parents at least know what their children are supposed to complete
during the week, and will know if they are using their time wisely
depending on the amount of work. 6. Student-led
conferences: I believe that all 3 parties should understand the progress
and needs of the student 7.
Meeting with parents
early in the year to hear their opinions on each child’s strengths and
weaknesses. This well help me to gauge their abilities and their needs for
the upcoming year. Goals for first
year:
1. Establish
teamwork among students 2. Establish
standards of behavior and disciplines that are clear to the students, and
enforceable for me 3. Incorporate
children’s educational desires into content 4. Develop new
skills, and better study habits for my students 5. Be available
to students as much as possible 6. Learn more
about my subject matter: continually add curriculum activities to my
knowledge and repertoire 7. Learn how to
evaluate students for progress and achievement 8. Incorporate
the needs and values of administration with my own, find a school that
agrees with my goals and methods for education 9. Develop
correspondence with other teachers from Claremont Graduate University and
the school I work at, so I can have a peer network of support and
advice 10.Get involved as a
mentor or athletic coach 11.Be more organized
and prepared before every week with thorough lesson
plans 12.Be explicit with
student goals for the day and the week 13.Seek the skills,
ask the questions, pursue the tools and resources I need to be a good
teacher Review of
Literature
Danling Fu’s “My Trouble is my English” explores many issues of
American literacy; both successes and failures of American Education
especially for students who do not speak English as their primary
language. Although Fu concentrates her studies on four Laotian students, I
think her analysis of teaching methods applies to all students that pass
through American schools.
Fu focuses on one
Laotian immigrant family in her book. The Savang family sends four
children to New Hampshire schools in America. Tran, Cham, Paw, and Sy all
enter into the American education system with different educational goals
and different amounts of prior Laotian schooling. I thought Cham made
the most progress by creating his own book of experiences plus his intent
to go on to college. Sy expresses his stories but I do not feel he really
enjoyed the process of reading and writing in English as much as Cham
showed through creation of an independent project. The key points with
Tran’s story were: being passive, frustration, need to connect reading and
writing with own life’s interests, decontextualized reading, and no
freedom for creativity. Tran could write songs in his own language but was
considered a weak English speaker. He even started writing poems in
English that he wanted to convert into songs. I believe it takes a lot of
creativity and prowess to compose songs in any language. I agree with his
need to read engaging material that is pertinent to his the student’s
interests. Free writing is also critical to the success of literacy
programs. Writing opinions in journals, responses to stories, poems, and
songs are all necessary for developing a student’s written voice.
Answering questions and testing alone will not inspire a student to become
a proficient writer. Students need time in class to write their feelings
and opinions so they can eventually have their ideas expressed and read by
their peers and teachers. Unlike Paw and Cham, Sy had an 11th
grade teacher that valued free writing and over 90 percent of the work in
his english class was “reading journals, creative writing, and daily
journals.” The Laotian students
struggled with grammar drills. These drills are dull and very monotonous.
All of these puzzles and test-taking skills do not test knowledge or
ability to read and write. Many students learned English by reading and
talking, because memorization and drilling does not engage them enough to
improve their skill level. Students do not feel this information is
important, and will never really learn it through those methods. “Sy saw
no need to answer questions that were self evident or had answers that
were implied. In his mind, there was no need to answer questions just for
the sake of answering questions.” The Laotian students had different
learning strategies and methods of processing information than their
American counterparts had been trained. The issue that Fu only
touches on lightly and distresses me a great deal is tracking or grouping.
Paw “was unable to identify with her textbook’s western assumptions and
concepts. The abstractions made no sense to her.” Given three choices by
her teacher, Paw opted for a lower track of English classes, because she
wanted to “do the same as others in the class.” She did not have the
confidence to accept extra help, and be different from her peers even
though the work in the lower class resulted in less challenge, less free
writing, and general lack of intrigue for her. Because I grew up in
private schools, I was never seperated from my peers even though I was
always in the more advanced group of the class. We worked together and
learned from each other. All students have different strengths; whether it
is math, language, athletics, or social interaction as some examples. I
firmly believe that separating kids especially into advanced or low-skill
groups over a long haul creates either bloated egos or low spirits for
many of these kids. I think these groupings also effect teacher’s
attitudes. Teachers could easily walk in to the low-skill group with the
thought that they’ve got the slow kids today. These little attitude shifts
will lead to bad teachers and more struggles for these students that need
the best teachers. Basically I think Fu’s book reveals many methods that hurt and help students that are learning English. The biggest are that students need reading materials that are relevant to them, and students need time to write their feelings and opinions in class. I am also very worried about schools that track students into low-skill classes especially. In Paw’s case it was an option to be tracked into a lower class, but her cultural beliefs led her to that path and it is probably common for many immigrant students to make that choice. It seems highly unlikely that students will be able to prove themselves and get into college-bound classes once teachers view them as having low skills or abilities. Journal
Review
“Folk
processes and media creatures: Anne Dyson’s Reflections on popular culture
for literacy educators,” The Reading Teacher: February 1998 peaked
my interest and held it by reflecting on the X-men and the interpretations
of young children. Students all have their favorite folk heroes; comic
book characters included in that passing of culturally created stories.
Adults and children “claim stories as their own, stories that serve as
commentaries on a shared present and dreams for the future.” We all grew
up with different childhood fantasies and folk heroes. I had the X-men, my
younger brother partakes of giant dramatic wrestlers on cable televisions
complete with soap opera-like stories and plot twists to follow, and my
sisters had the “Sweet Valley High” books.
Folk tales require audience participation. The storytellers weave
fantastic tales, and the audience also transforms and translates the tale
helping it to grow, flourish and adapt to contemporary values. Dyson
includes some history of folk writers adapting tales to suit their social
class, or to educate children with the norms or values of the writers. The
writers always assume that their values speak for the rest of the
community. Today many folk tales are spun to us by Walt Disney, Steven
Spielberg, and other film and television writers and directors. Dyson
observed a teacher and her students in the classroom and used them as part
of this article on media culture. The teacher often let children select
their favorite cultural media, and the X-men are one of their favorite
choices to use for dramatic performances.
Eventually she talks about the use of gender roles among student
created stories based on the X-men by boy and girl students. The girls
wondered when they would get to speak or fight during the boy’s creations.
The teacher asked the girls and boys how the female roles could be
expanded or used to demonstrate strength like the male characters did; by
fighting. One female student wrote a play remarking how the female
characters, Storm and Rogue, were tired of fighting bad guys and using
their powers. The students
made adaptations and story choices for the X-men stories and for others
like the three pigs. The students get into discussions that impact on
“authorial and community responsibility” in telling and performing
stories.
Later the teacher added discussions of power to her class that
included non-physical expressions of strength. Heroes like Ghandi, and
some personas selected by the students were compared to others to show
that they were also strong without being physically imposing.
Instead
of fearing cultural media, teachers must embrace and adapt their teaching
around the folk heroes that children choose. It requires “teachers who
work consciously and conscientiously to help children raise their
questions about the assumptions authors make about their ideological
worlds.” Literacy skills are still part of the program, but now teachers
must utilize the characters students are fond of. Listening to their
discussions can provide the forum for teaching values and fostering new
questions in the classroom. Classroom Environment/GuidelinesPhysically
I want to see a bright, lively, changing, developing room full of books,
toys, posters, drawings, projects, animals, comfortable places to relax,
and easily accessible desks for my students. I want it to sound like a
pleasant conversation with occasionally heated debates, and playful
laughter interrupted only by choral singing or carefully chosen
recordings. It should feel like a safe, day in the park; as if a cool
breeze was blowing through on a warm day, flowing like a ballad with short
respites of dance music.
Of course the class and I will have to agree and create rules and
standards for conduct that we can all live with. The first few days or
weeks would be used to reinforce behavior that fosters learning and
teaching. I want students to feel that they should help one another to
learn and grow, be able to work alone, and also be comfortable with
competing against one another.
Finally we would have to agree on consequences for the unavoidable
rule breaking incidents and rewards for consistently productive behavior.
Some thoughts I have are detention, recess clocks, timeouts, giving free
time to good behavior, having occasional class parties that only invite
students that are helpful and aiding me with creating an environment
conducive to students. It
is very important to distinguish behavior by smaller groups or teams. I
want to reward teams that help me, and try to train mischievous groups to
stay on task and keep their socializing to a whisper. Also it will enable
me to change groupings to provide better results and behavior once I learn
which students need to be watched more closely than others. I am ok with
assigning students to after-school detention, because it is likely to
motivate parent’s to act, and it seems I will be spending a lot of time at
school after school preparing for the next day and the next lesson. This
time after school will also give me time alone with the student to
interview them and try to find out what motivates them to take my time
during class, maybe they are having problems at home, cannot understand
the assignments or lessons, or are having personal problems with certain
students. This will be a time when I can give more attention to them
without taking from the rest of my students. While
student teaching the guidelines I used were quite simple once I started my
solo lead of the class. I offered a couple of warnings before any
consequences had to be given. If more than a few hints are not enough to
bring a student’s behavior back under control, than the student would lose
time. Time lost can be in the form of a time out away from the rest of the
class, loss of recess, or some type of privilege would be taken away. If
more warnings are necessary than the student would receive detention after
school. If that is not enough than the student would be sent to another
teacher’s room or the principal to calm down and think about their
actions. Finally a call to the parents’ home or office, or a meeting with
the principal and parents present would be called to settle issues with
consistently unproductive students. Basically
the idea is simple if you take my time than you owe me time. So this will
be in the form of losing some type of privilege like recess, or free time
during class when others read or draw or work on their homework. Than this
person will have to make up the work that they did not complete when they
were misbehaving or distracting the rest of the class. The key is they
must complete the work that they chose not to do during class time. I
hope to schedule in a 15-30 minute block of free choice activity time.
Students can work on centers, finish homework, read, draw, listen to
music, computers or something fun and less competitive that is a choice
activity while still being educational. I am still developing a set of
activities that will be acceptable and beneficial for students during this
block of time. This block of time will also be used to do individual
tutoring with students that need more help. And this free choice time will
be used as a tool to change behavior for difficult students, because they
will have to do activities that I choose instead of what they want to do.
For example I can say “so you have chosen to do your math worksheet during
free choice time today,” instead of taking things from them they will feel
that they are making the choice to do acitivities that they do not finish
during class time when other students choose to do activities that they
find relaxing and pleasurable during free choice time. I hope this will
foster more intrinsic motivation to participate during class. Framework Review
The preface of the Social Studies Framework leads me to believe
that it will address many of the historical issues denied to me in
elementary and secondary education. The framework also recognizes the
de-emphasizing of history and social science in recent years especially in
elementary classes concerned with math skills and language development.
The goals of the framework are simple: knowledge and cultural
understanding, democratic understanding and civic values, and skills
attainment and social participation. Grades
K-1 learn to build community, roles they can fill, learn some geography,
and are exposed to literature from different ethnicities. Second grade
exposes students to biographies of influential people, study of local
people, family roots. It seems Grade 3 introduces folk tales, legends, and
more biographies which should be a great lead in to more detailed study of
history. From what I read the history taught through grade 8 seems to give
a decent overview of history, but my feeling is that non-European history
is not covered as in depth as it should be. Africa and Asia are generally
neglected or only covered mildly in my experience. I
think the coverage of California history can be beneficial and helpful to
students at this grade level. Especially if the teachers expose a lot of
the hidden history of Chicano, Native American influence in southern
California. Also studying and relating older models of California to the
present can only help them understand how their community came to exist
and develop into what it is now. I
also feel the American history taught in 5th grade is useful,
but would rather see a two year study of world history including America
over the 5th and 6th grade years. The students will
repeat a lot of the American History in high school, and I think
comparison with more countries and societies than are covered now would be
more beneficial. Most 5th graders have many ideas about
American culture and history already, but they know nothing about the
people living in other parts of the world. Even Mexico and Canada are not
mentioned in elementary history as it is. In general elementary history is
still skewed to focus on Europe and the United States, and if you read the
texts, look at the pictures in the text. The over-representation of male,
European and Caucasion, faces and names will bear this out. For
grades 4-6, the focus on ancient history is less helpful than a world
history course. Ancient history is a very abstract subject. Students are
barely learning to understand their own community, and environment. I
really do not expect them to imagine a whole new world full of different
people, social conventions, antiquated institutions, different codes of
behavior by the time they finish 6th grade. A year with
contemporary world culture could do more to engage students in discussions
of differences between America and Africa, Asia or Europe. Delving into
completely foreign worlds and societies that do not exist anymore leads
children to fantastic worlds that do not help them understand their own
world. I think discussion of ancient history should be shifted to high
school. And World History from 10th and 11th grade
should be shifted to grades 5-8.
Many of these young children come from or have visited relatives in
foreign countries. But they will never visit the pharaohs of Egypt,
Mesopotamia, Aztecs, Japanese Samurai communities. It is great to bring
this literature to the class in 4-6th grade, but I do not think
the year of social studies is well spent dwelling heavily on these worlds.
I think these ancient worlds best serve us as fiction and folk tales to
compare their failures and successes to our own society. Other elementary
teachers have agreed and helped me come to this conclusion.
By
high school, students are capable of more abstract thought but instead of
plunging them in to more in depth study, they are given a choice of
electives in the ninth grade. Likely many students end up in very general
overview types of courses. The best situation would be to study a few
major issues in Anthro, Psychology, Sociology, Women’s Studies, Geography
or any other social science. My fear is that most teachers teach overviews
of major concepts in each discipline instead of teaching a few issues in
depth. Grade ten world history was not a world history course when I was
in high school. We learned about Europe and neglected the rest of society.
My
question is could World History be taught over two or three years
including grades 7, 8 and 10? I think America could be included in that
discussion to provide many perspectives and examine the effects of many
social revolutions from medieval times to the present across the
globe. Then I think it would
be fine to concentrate the focus of grades 11 and 12 on American History,
Government, and a study of Economics. I doubt if students really acquire
much knowledge of American history until they hear it again in high school
when they are capable of more abstract thought. My
greatest question is what do freshmen receive in high school? They are at
the mercy of their high school curriculum and professors. Luckily I had a
speech and debate program that taught me how to public speak, and debate a
contemporary issue in a global context, but I do not think all students
are getting in depth exposure to major social issues as freshman. Otherwise more students
would become engaged in social studies. The
Elementary Framework should and does concentrate on building and creating
community standards through third grade. Then the discussion leads to
biographies and folk tales which could inspire self discovery for
motivated students. Beyond fourth grade is when I have the most concern.
Even fourth grade I wonder if teachers are teaching history from a cookie
cutter or are they expanding the student’s knowledge of pertinent issues.
Awareness of Native American influence, and Chicano influence in
California is growing. I hope they are adding that to the base of
knowledge given about California history. The 5th and
6th grade curriculum troubles me. I just believe that this is
not an ideal age for abstract concepts of ancient history. The time could
be better spent exposing children to many contemporary cultures around the
globe, and letting them discuss the differences between them. What can
they learn from people living under different conditions, governments,
religions around the world today; instead of 4000 years ago? 4000 years
ago is not pertinent to 12 year olds, I am 24 and they think I am old and
out of date already. The
concerns I have for the secondary framework are the coverage of
Non-western history, religion, non-democratic societies, overemphasizing
constitution and bill of rights, sequential learning may or may not be
best. Many issues and worlds may be better understood when taken out of
context of time, or when compared to current systems. Knowing sequence is
not as important as learning motivations, themes, and actions that led to
major events in history. We may not need to know every event as it
happened but rather touch on the events that can impact us and show how we
have come to attain or reevaluate the values that we have now. Non-western
history and studying non-democratic societies can only lead to better
understanding and truer support or denial of the value of a democratic
government. Even after college I still feel I have only a seen a glimpse
of world history, but feel inundated with American history, and have had
to seek any knowledge that I have pertaining to global understanding of
non-american and non-european issues. Religion is so feared in public
schools that it is rarely mentioned. I think a study of religious history
would greatly benefit high school students if it was taught without any
notions of converting people, but rather as an exposure to the variety of
value systems and forms of worship and prayer. I think the government
class in 12th grade just before students are able to vote is
plenty of preparation for civic duty and responsibility. Teaching civic
duty to eigth graders does not create many civic volunteers, because most
do not feel compelled to volunteer for their community until they have an
understanding of community issues, and their relationship to global
issues: whether their circumstances are better or worse than people in
other societies. Bibliography
Breaker’s
Bridge, Laurence
Yep: 1997 in Macmillan/McGraw-Hill Spotlight on Literacy Anthology for
grade 5, Chinese folk tale I
know a Bridge,Jeff
Sheppard: 1993 poem about bridges and friendship Landmark
American Bridges, Eric
Delony: 1992 great pictures of American Bridges for geography assignments
or just to show many types of bridges Constructing
a Bridge, Eda
Kranakis: 1997 has schematics for bridge building could help students with
toothpick bridges Personal
Growth: Journal Excerpts …I am still working on getting the attention of the class. I often compete and start while they are still talking. What I am reading, and my advisors agree is that is not a good strategy. I have to use the “I am waiting” phrase more often.
…Well I am into my third week of student teaching. I am enjoying
working with the students. I have also gone back to the dojo to workout
and teach. On Sunday evenings I teach a youth ministry class to high
school students called “Why Pray.” I really enjoy working with high school
students because they have many issues. I am also hearing of emotional and
social issues in elementary school. A few are dealing with anger, not
enough to eat. One in particular has little to no respect for teachers.
The 5th and 6th graders don’t hold grudges. They may
torture you the whole day, but the next day its “Hi, Mr. Panlilio” with a
big smile. These kids have a lot of issues too. One of my 5th
graders watches his older sister’s children every day. He is quite mature,
but he must be missing out on the activities of most young children. He
really shouldn’t be in charge of youngsters yet. I feel it is too much
burden and responsibility.
….I did not properly assess my kids understanding of Breaker’s
Bridge. I wish I sat down and graded their comprehension worksheets. I
walked many of them through it, but I still should have graded it. But
reviewing it in class was probably helpful for them. Also I felt rushed
since I only had one week, and had many goals for the week. …The
idea of bilingual education is new to me. I never considered it feasible.
We learned foreign language in school, but I never felt bilingual. I only
felt familiar with a new language, and I got A’s in the class. I think
bilingual studies if started in elementary schools would be
outstanding.
My question is how feasible is it financially and politically.
Education is failing to teach english, can we consciously divert funding
to other languages? And politically, most people including me have been
trained to believe english is the key to success. Other languages clearly
have value, but will increased cultural development bring economic
success. I think a case can be made, but most politicians will argue for a
nationalist english-only policy.
I would like to see it, and even participate. I just doubt it would
happen. Americans are too institutionally racist to start incorporating
foreign languages. Unless another country, non-english speakers, are able
to dominate the global economy then Americans will not value another
language. Philosophy
of Teaching Teaching
is learning the material again. Whenever I teach I am given a chance to
reevaluate my knowledge, and add to it by pushing some else to perform or
present it back to me. If they can teach it to someone else than I have
done a complete job of teaching. Teaching
is also a gift. First someone else has to be willing to listen and let the
teacher present the lesson. Then they have to work together to understand
and master the lesson. Teaching is not as hard as finding students that
want to learn the lessons of the teacher. Teachers
can only find or identify those people: by gaining their trust, proving
their own competence, and actually showing the students something new or
demonstrating an idea within new parameters or in a way the student had
never thought of before. Teaching
is also a two-way street. Often the student becomes the teacher by
revealing flaws or mistakes or just new perspectives that the teacher did
not see when they first learned the lesson themselves.
Teachers
must constantly seek new sources of knowledge to add to their own base. If
a teacher is learning then they will always have more to teach. Once the
well is dry it is time to find more water. In
the same dialectic, students must empty their cups before they can be
taught. A full glass just overflows, an empty cup can be filled again and
used for refreshment. Students
are not empty vessels but they must be open to new interpretations, if
they are to attain more knowledge, or better understanding of old
concepts. Teachers
should never consider themselves to be complete, or the absolute source of
information. After they pour their knowledge into the student, they must
be ready to translate whatever product or inspired thoughts which emanate
from the student. Teaching
and learning are one in the same, but continually we shift between the
roles of teacher and student.
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