So many teachers and me among them
Pupils in the classroom <ul><li>A female Israeli teacher, who came to Israel from the United States, describes her experie...
Presence of the teacher   <ul><li>A female Finnish primary school teacher writes:  </li></ul><ul><li>The most difficult th...
Teaching as an embodied practice <ul><ul><li>A young language teacher Hannah from Israel tells:   </li></ul></ul><ul><ul><...
Physical demands of teaching: <ul><ul><li>Liisa, a Finnish female primary school teacher, middle-aged and mid career:   Th...
Combining teaching and family life   <ul><li>Lubna, a female English teacher in junior high in the Arab sector of the Isra...
How a teacher looks like?   <ul><li>A Finnish primary school teacher recalls her </li></ul><ul><li>own teacher: </li></ul>...
How a teacher looks like?   <ul><li>A female Finnish primary school teacher recalls her own teacher: </li></ul><ul><li>The...
Teaching methods vary… Case 1 <ul><li>The next episode deals with punishments in teaching . </li></ul><ul><li>A female Fin...
Teaching  methods vary… Case 2:
The End!
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Diversity in oneself

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Diversity in oneself

  1. 1. So many teachers and me among them
  2. 2. Pupils in the classroom <ul><li>A female Israeli teacher, who came to Israel from the United States, describes her experiences in an Israeli classroom: </li></ul><ul><li>Going into N. School was awful, I couldn’t believe how noisy it was. I remember going into a school in the U.S., it was carpeted and quiet. Here in Israel it echoes, everything bounces off the walls, you hear somebody out in the hallway, the noise level is incredible, kids are running, it’s impossible. And the schools in America, especially in California, are spread out, at recess the kids can be free, and here there’s no place for the kids to be free.’ </li></ul>
  3. 3. Presence of the teacher <ul><li>A female Finnish primary school teacher writes: </li></ul><ul><li>The most difficult thing in this demanding </li></ul><ul><li>job of the teacher is the perpetual presence. </li></ul><ul><li>You cannot hide your own being, feelings, </li></ul><ul><li>and attitudes behind the subjects you are </li></ul><ul><li>teaching. Every moment, no matter what </li></ul><ul><li>kind of a phase of life you are living in, you </li></ul><ul><li>have to be there. </li></ul><ul><li>You have to be present in just the very </li></ul><ul><li>situation where learning takes place and </li></ul><ul><li>where the developing individuals, your </li></ul><ul><li>pupils, are watching you. At the same time </li></ul><ul><li>they are modelling themselves on you and </li></ul><ul><li>also need guidance and encouragement. </li></ul>
  4. 4. Teaching as an embodied practice <ul><ul><li>A young language teacher Hannah from Israel tells: </li></ul></ul><ul><ul><li>In the lesson itself I feel the adrenalin flowing more . . I don’t sit down for a minute, because I can’t sit . . I’m very alive in the lesson . . . It’s alive, the lesson is alive. Because I’m so involved in the lesson, maybe from enthusiasm, I’ll be writing at the bottom of the board, almost crouching on my knees…. </li></ul></ul><ul><ul><li>I don’t just think I succeeded, I saw that I succeeded, because I’m very dynamic in class, I move a lot, my tone is not monotonous, my voice goes up and down like it should’. </li></ul></ul>
  5. 5. Physical demands of teaching: <ul><ul><li>Liisa, a Finnish female primary school teacher, middle-aged and mid career: The teacher’s work requires surprisingly </li></ul></ul><ul><ul><li>good physical fitness. To be standing </li></ul></ul><ul><ul><li>on your feet all day, going from one </li></ul></ul><ul><ul><li>pupil to another in the class, to </li></ul></ul><ul><ul><li>Prepare schoolwork and possibly still give physical education require strength and good health. </li></ul></ul><ul><ul><li>Still more strength can be taken </li></ul></ul><ul><ul><li>by factors taxing the mind, such </li></ul></ul><ul><ul><li>as work-related stress, noise filling your ears from all around you, the settling of quarrels between pupils, the imbalance </li></ul></ul><ul><ul><li>of personal relationships in the school, and other such factors. </li></ul></ul>
  6. 6. Combining teaching and family life <ul><li>Lubna, a female English teacher in junior high in the Arab sector of the Israeli school system, speaks </li></ul><ul><li>In the morning I have to get my kids ready, clean the house a little, take care of the baby, and all this before 7:30 a.m. because I have to be at school at 7:45. At the end of the day I return home very tired, and then I have to prepare dinner, then I correct papers and exams. I can hardly wait for vacation to rest . . . But after a vacation I return with new energy, ready to criticize myself: Was it a good day? Did I give too much homework? </li></ul>
  7. 7. How a teacher looks like? <ul><li>A Finnish primary school teacher recalls her </li></ul><ul><li>own teacher: </li></ul><ul><li>The teacher was young and beautiful. </li></ul><ul><li>She had a beautiful dress and she </li></ul><ul><li>smelled good. She had curly hair, </li></ul><ul><li>on her face a shining smile. </li></ul><ul><li>I lost my heart to her… </li></ul><ul><li>She could sing and play, </li></ul><ul><li>tell marvellous stories of the Old </li></ul><ul><li>Testament and fairy-tales, draw </li></ul><ul><li>pictures on the blackboard…’ </li></ul>
  8. 8. How a teacher looks like? <ul><li>A female Finnish primary school teacher recalls her own teacher: </li></ul><ul><li>There was also an incompetent and unsuitable, teacher… who used to sew buttons on his coat during geometry lessons and did not teach anything in mathematics. We were soon as daft as donkeys or wood biting horses in algebra and geometry. Also he was somehow a nasty piece of work: skinny, the veins on the back of his hands swelled up bluish from the skin, it did not feel nice to be standing near him. And yet he was a man less than thirty years old’ </li></ul>
  9. 9. Teaching methods vary… Case 1 <ul><li>The next episode deals with punishments in teaching . </li></ul><ul><li>A female Finnish primary school teacher tells: </li></ul><ul><li>Detention was always on Friday afternoon </li></ul><ul><li>from two to four… there was a cross on the </li></ul><ul><li>blackboard and you had to sit with hands </li></ul><ul><li>clasped together on the desk and look at the </li></ul><ul><li>cross for those two hours and if you moved </li></ul><ul><li>or if you did something else then you </li></ul><ul><li>continued next Friday…it did not stop </li></ul><ul><li>me from copping out from the break </li></ul><ul><li>although I had to sit there many times. </li></ul><ul><li>And a description of a female Israeli teacher: </li></ul><ul><li>A pupil is forced to sit for two hours without moving! This is the biggest </li></ul><ul><li>difference between Finland and Israel. A Israeli teacher would not even think </li></ul><ul><li>about forcing a pupil to sit two hours without moving! </li></ul>
  10. 10. Teaching methods vary… Case 2:
  11. 11. The End!

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