Teachers and Students -Roles and Relationships Essay

959 Words Nov 20th, 2008 4 Pages
The student teacher establishes a routine that students understand and respect. Activities reflect careful thought, take into account student developmental levels, learning styles and diversity, and create situations in which students construct knowledge. The student teacher exhibits respect and consideration toward colleagues, particularly in team situations, supports colleagues' work and contributes an equal share to team efforts, The student teacher encourages and elicits interaction with parents and community and makes herself available to those constituencies when and where appropriate. She clearly demonstrates leadership in the classroom, guiding and directing activities and interaction in ways that contribute to a positive and safe …show more content…
The three examples below demonstrate those efforts; a lesson plan that removed the teacher almost entirely from the seat of authority, a worksheet that demanded students construct knowledge (first on their own and then with their peers) and a photograph of my students from Brown Summer High School, learning to learn from each other as they disentangled themselves from a human knot.While I believe in the theory behind running a democratic classroom, it's been difficult for me to enact that theory entirely on a day to day basis. One way that I've learned to decenter myself in the classroom (and my use of person in that phrase demands attention -- while I've attempted to center my students in the classroom, I've always thought of it as decentering myself) has been through socratic seminars. This lesson plan (may require Acrobat Reader, depending on browser) demonstrates an adapted Socratic seminar that my students used to create a class anthology of poems they had written. Students created a rubric for what a "good" poem looks like and then examined two poems by each member of the class, ultimately choosing one poem from each student for publication. This activity provided each student with significant feedback on their work and empowered the student-critics to make judgments, not only about the poems they were reading (comprehension and analysis), but about the rubric they had created (metacognition). Best of all, as the teacher I lurked --

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