This collection of writings from newly qualified teachers describes the joys, challenges, tensions and frustrations of their earliest teaching experiences. The book moves from short sketches of classroom experiences to broader views of the student teaching experience and the initial teaching years.
Author(s): Featherstone
Edition: 1
Year: 1997
Language: English
Pages: 176
Book Cover......Page 1
Half-Title......Page 2
Dedication......Page 3
Title......Page 4
Copyright......Page 5
Contents......Page 6
Acknowledgments......Page 8
Preface......Page 9
Voice as the Connection between Reflection and Action......Page 12
Voice as the Connection between Experience and Authority......Page 13
The Plan of the Book......Page 14
Related Literature......Page 15
References......Page 16
Others Cannot Tell You, but They Can Help......Page 18
Teaching Is a Personal Enterprise......Page 19
Teaching Is about Making Differences to Individuals......Page 20
Learning to Teach Is a Personal Journey......Page 23
I’m Not the Only One Who Feels This Way......Page 26
The Unexpected......Page 28
Classroom Management......Page 32
Drawing The Line......Page 42
It’s Not Really My Class, Is It?......Page 45
Introduction by Derek Featherstone......Page 52
Why We Are Doing This…......Page 53
A Good Teacher Focuses on Students......Page 54
Becoming a Better Teacher Does Not Happen Overnight......Page 55
Learning to Teach Is an Amazing Process......Page 56
Teacher Education Has Opened My Eyes to Teaching......Page 57
You Must Never Stop Learning How to Teach......Page 58
References......Page 59
Overview......Page 60
Conquer Your Nervousness, Involve the Students to Earn Their Respect......Page 61
Asking My Students for Feedback Made All the Difference......Page 62
Reflecting and Writing Showed Me My Strengths and Weaknesses......Page 63
Observation and Personal Experience Go Hand in Hand......Page 64
Nothing Could Prepare Me for the Stress of Teaching......Page 65
Teaching Restored My Faith in Teaching......Page 66
Learning to Teach Happens in the Classroom......Page 67
The Learning Is in the School Experiences......Page 68
Sharing Our Experiences Is Very Worthwhile......Page 70
A World of Possibilities......Page 74
Room to Grow......Page 77
Starting to Teach: Will I Sink or Swim?......Page 79
My Roller-coaster Ride with a Grade 4–5 Class......Page 80
Teaching to Learn, Learning to Teach......Page 83
In Search of the Golden Answer......Page 84
Experience First!......Page 86
Teaching without Formal Training: I Love It!......Page 87
The Challenge of Learning to Teach......Page 89
Rare, Beautiful Moments......Page 91
Teaching is a Work-in-Progress......Page 92
Prepare Yourself......Page 96
Impressions of Learning by Early Experience......Page 98
A Story of Five Crises......Page 112
August Orientation Week......Page 113
Real Teaching for Four Months (September to December)......Page 114
My First Month at Queen’s (January)......Page 118
Three More Weeks of Teaching (February)......Page 119
More Time at Queen’s (March to April)......Page 120
Crisis 5— There’s No Crisis!......Page 121
Learning to Teach......Page 122
Bath University Post-Graduate Certificate in Education Course (PGCE): 1993–94......Page 123
Wootton Bassett School: 1994–95......Page 126
Wootton Bassett School: 1995–96......Page 129
References......Page 132
Introduction......Page 134
The Idea and the Opportunity......Page 135
Learning from the Positives and the Not-So-Positives......Page 149
Suggestions for Others Interested in this Type of Work......Page 150
Introduction......Page 152
Derek’s Perspective......Page 153
Peter’s Perspective......Page 155
Tom’s Perspective......Page 156
Beginning the Conversations......Page 157
Experience before Theory......Page 158
Anyone Can Buy a Textbook......Page 161
Sliding into the Swamp......Page 163
Different Contexts, Similar Issues......Page 167
Consolidation and Continuing Our Conversations......Page 171
References......Page 173
Author Index......Page 174
Subject Index......Page 176
