2012年6月8日 星期五
2012年5月26日 星期六
Deep side of education: conflicts and confusion
Some questions for inquiry:
1. What do parents expect their children to be? Any gaps between wants and realities?
2. How are those ideal theories really rooted in the classroom where they are supposed to happen?
3. What do teachers expect themselves to be? Leaders or followers?
1. What do parents expect their children to be? Any gaps between wants and realities?
2. How are those ideal theories really rooted in the classroom where they are supposed to happen?
3. What do teachers expect themselves to be? Leaders or followers?
2012年5月14日 星期一
Life and dream
Actions are driven by hearts, not controlled by others. We, living in the world, have our own thinking and we live here, not depending on others' perceptions. We are not living in others' shadows.
When we realize what we are doing is right, we should continue and chase. We only have one life and we should cherish opportunities and walk forward.
Commitment and initiatives are both equally important to our professional lives.
When we realize what we are doing is right, we should continue and chase. We only have one life and we should cherish opportunities and walk forward.
Commitment and initiatives are both equally important to our professional lives.
2012年5月10日 星期四
Teachers' roles in learning and teaching
Perhaps this topic is very familiar. However, it is hard to be understood and fulfilled.
First, teachers find it very difficult to write a curriculum as they think they are supposed to "teach", not to "write" a curriculum. They think they should not do it. Instead this should be done by textbook publishers. Then what are the meanings of school based curriculum development?
Second, teachers feel that they burn out because they are asked to do the tasks that their "bosses" like. But what do their bosses like? Do they know what they are indeed?
Third, teachers protect themselves and question their students' abilities by saying "why are my students so slow?" They don't question why they are so fast.
First, teachers find it very difficult to write a curriculum as they think they are supposed to "teach", not to "write" a curriculum. They think they should not do it. Instead this should be done by textbook publishers. Then what are the meanings of school based curriculum development?
Second, teachers feel that they burn out because they are asked to do the tasks that their "bosses" like. But what do their bosses like? Do they know what they are indeed?
Third, teachers protect themselves and question their students' abilities by saying "why are my students so slow?" They don't question why they are so fast.
2012年4月23日 星期一
Asia-Pacific Conference on Giftedness 2012
We are a group of teachers in studying gifted education and would like to share and exchange ideas on gifted education. We understand that the time for sharing and exchange is short during the conference. Therefore, we'd like to form a SIG on 13/12 before the pre workshop in order to understand and share ideas with each other. If you are interested, please contact us here.
2012年4月21日 星期六
A disconnected story: implications and insights
1. How does a teacher motivate students of different traits in the dark hole of education?
Teacher leadership
Simple notes:
Not hierarchical positional
Professional autonomy
Learning communities
Empowerment of oneself
Not hierarchical positional
Professional autonomy
Learning communities
Empowerment of oneself
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