What Keeps Teachers Going?Teachers College Press, 21. feb. 2003 “This moving and important book has reminded me of why I have stayed in public school teaching for over 40 years. It is an inspiration to experienced educators, beginning teachers, and all of us who care about equity and the importance of every child’s life.” What helps great public school teachers persevere—in spite of everything? Sonia Nieto, a renowned teacher educator, takes a close look at what can be learned from veteran teachers who not only continue to teach but also manage to remain enthusiastic about it. This inspirational volume provides much-needed advice on how some urban teachers are solving the everyday challenges of student learning. Nieto collaborates with experienced teachers in urban schools who are especially effective working with students of culturally and linguistically diverse backgrounds—students who are among the most marginalized in our public schools. Offering an alternative vision of what’s important in teaching and learning, Nieto concludes with an urgent call to advance new national priorities for public education. |
Inni boken
Resultat 1-5 av 28
... knew many of the high school teachers in the system, and she was well acquainted with experienced teachers who were known as excellent teachers of students of racially, culturally, and linguistically diverse backgrounds. Aside from ...
... knew them well and cared for them.7 Or as the researcher Nel Noddings has stated, “[T]he single greatest complaint of students in schools is 'they don't care'.”8 If this is the case, what should we know about effective, caring ...
... knew what could happen). I was also unprepared for the cynicism of many teachers, especially those who congregated in the teachers' room. “The kids are animals today” was a frequent complaint. “They're not academically oriented—but they ...
... knew from my own experience—that poverty, race, ethnicity, native language, and other differences account neither for intelligence nor creativity—was powerfully reinforced in that classroom. In that first year, I started bringing ...
... knew I had a long way to go, but by that first winter, I began to notice a change: My students were listening and paying more attention, and they appeared to be more engaged in their learning. I felt a renewed sense of purpose, and to ...
Innhold
1 | |
9 | |
22 | |
TEACHING AS LOVE | 37 |
TEACHING AS HOPE AND POSSIBILITY | 53 |
TEACHING AS ANGER AND DESPERATION | 63 |
TEACHING AS INTELLECTUAL WORK | 76 |
TEACHING AS DEMOCRATIC PRACTICE | 91 |
TEACHING AS SHAPING FUTURES | 107 |
FINAL THOUGHTS WHAT KEEPS TEACHERS GOING IN SPITE OF EVERYTHING? | 121 |
NOTES | 131 |
REFERENCES | 145 |
INDEX | 153 |
ABOUT THE AUTHOR | 161 |