Ethnographic Study1
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The document describes the author's ethnographic study of elementary and middle school students. [1] In elementary school, the students were very open and talkative with the author, sharing their life stories and wanting to know about her. [2] However, in middle school the students were more shy and quiet at first, only opening up to each other and not teachers, though they slowly opened up to the author over time as well. [3] The author concludes that as she became more comfortable in the middle school environment through self-disclosure and empathic listening, the middle school students became more comfortable around her as well.
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www.CourageRenewal.org 1
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by Parker J. Palmer
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But at other moments, the classroom is so lifeless or painful or confused—and I am so
powerless to do anything about it that my claim to be a teacher seems a transparent sham.
Then the enemy is everywhere: in those students from some alien planet, in that subject I
thought I knew, and in the personal pathology that keeps me earning my living this way.
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of us achieve.
If students and subjects accounted for all the complexities of teaching, our standard
ways of coping would do—keep up with our fields as best we can, and learn enough
techniques to stay ahead of the student psyche. But there is another reason for these
complexities: we teach who we are.
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worse. As I teach, I project the condition of my soul onto my students, my subject, and
our way of being together. The entanglements I experience in the classroom are often no
more or less than the convolutions of my inner life. Viewed from this angle, teaching
holds a mirror to the soul. If I am willing to look in that mirror, and not run from what I
see, I have a chance to gain self-knowledge—and knowing myself is as crucial to good
teaching as knowing my students and my subject.
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2 www.CourageRenewal.org
darkly, in the shadows of my unexamined life—and when I cannot see them clearly I
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This document provides guidance for faculty on how to handle difficult, disruptive, and distressed students in order to maintain a successful learning environment. It defines different types of challenging students and lists potential signs of issues like mental health concerns. The goals are for faculty to understand their role in managing the classroom environment, recognize signs of student issues, and know how to access campus resources to help students. Specific tips are provided on de-escalating situations, communicating effectively with students, and referring students to counseling and other support services as needed.
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The professor welcomes students to an interactive online learning environment and emphasizes creating a relaxed atmosphere for dynamic learning. Students are expected to engage with course material and discussions multiple times per week by posting thoughtful contributions, asking questions, and respectfully considering different viewpoints. The professor will facilitate discussions but not respond to every post, instead allowing open conversation between students. Stress and worrying about grades are discouraged in favor of exploring creatively and having fun through the learning process.
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Psychology jounal
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This document discusses self-identity development according to Erik Erikson's psychosocial stages. It focuses on the importance of successfully navigating identity vs. role confusion in adolescence to develop a clear self-concept. However, modern social pressures like bullying can interfere with this process and cause identity confusion. Close family relationships are important for successfully achieving intimacy vs. isolation in developing healthy relationships later in life. Overall social interactions shape our self-identity, so society must continue improving relations between individuals.
Video presentation slide
1) The video presentation summarizes a story about a student named John studying architecture whose grades did not meet the minimum requirements for his department and he was at risk of having to drop out of his program halfway through.
2) When John's mother saw his poor academic results, she became very angry and scolded him harshly. This caused John to change his attitude towards his studies.
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The document discusses the learning and reflection the author has done in an academic strategies course. They learned about their communication style (passive-assertive), that they clearly express themselves when in a good mood but apologize when expressing themselves in a bad mood, and that their mood impacts their self-esteem and concern about rejection. The document does not provide details about the author's learning style, current situation, or future goals.
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(1) The development of self originates in early childhood experiences and interactions.
(2) Humans have a sense of self-awareness that allows them to see themselves from the perspectives of others, according to theorists like Mead and Cooley. Cooley's "looking glass self" theory holds that identities are formed through understanding how others see us.
(3) The wider social community shapes an individual's sense of self through language and interactions that allow people to view themselves from the perspectives of others in their social relationships and develop their identity.
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This document discusses building self-esteem through various means. It defines self-esteem as one's confidence and sense of self-worth. High self-esteem allows people to face challenges with confidence while low self-esteem can lead to negative symptoms like excessive criticism of oneself. The document outlines 12 steps to improve self-esteem in adults, such as focusing on strengths and setting goals. It also provides 16 ways to build children's self-esteem, like showing love, praise, and teaching control of emotions. Overall, the document advocates that self-esteem develops from life experiences and can be improved through positive self-talk, relationships, and a sense of achievement.
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This document discusses the development of self-concept across the lifespan. It covers:
1) How self-understanding develops from infancy through childhood as children learn to recognize themselves and differentiate between inner and outer characteristics.
2) How perspectives of self change through adolescence as identities become more abstract and individuals compare their real and ideal selves.
3) How self-esteem and self-concept evolve from childhood through adulthood as domains of competence are evaluated and contributors like relationships and accomplishments take on varying levels of importance.
4) Key aspects of self-regulation like the ability to control behavior independently, develop across childhood and strategies adjust through adulthood.
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The document discusses several philosophers' theories of self-identity:
- Descartes argues self-identity depends on consciousness and that the mind is distinct from the body.
- Locke claims personal identity is based on self-consciousness and memory. One's identity depends on remembering past experiences.
- Hume argues we cannot find an enduring self through impressions. We are just a "bundle of perceptions" with no fixed identity.
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The document discusses the importance of self-awareness and effective communication. It introduces the Johari window model for understanding oneself and how others perceive us. It provides tips for effective communication, including active listening, appropriate body language, and dressing professionally. The document emphasizes that first impressions matter and effective communication skills are important for success.
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Similar to Ethnographic Study1
www.CourageRenewal.org 1 The Heart of a Teacher Identit.docx
www.CourageRenewal.org 1
The Heart of a Teacher
Identity and Integrity in Teaching
by Parker J. Palmer
We Teach Who We Are
I am a teacher at heart, and there are moments in the classroom when I can hardly
hold the joy. When my students and I discover uncharted territory to explore, when the
pathway out of a thicket opens up before us, when our experience is illumined by the
lightning-life of the mind—then teaching is the finest work I know.
But at other moments, the classroom is so lifeless or painful or confused—and I am so
powerless to do anything about it that my claim to be a teacher seems a transparent sham.
Then the enemy is everywhere: in those students from some alien planet, in that subject I
thought I knew, and in the personal pathology that keeps me earning my living this way.
What a fool I was to imagine that I had mastered this occult art—harder to divine than tea
leaves and impossible for mortals to do even passably well!
The tangles of teaching have three important sources. The first two are commonplace,
but the third, and most fundamental, is rarely given its due. First, the subjects we teach
are as large and complex as life, so our knowledge of them is always flawed and partial.
No matter how we devote ourselves to reading and research, teaching requires a
command of content that always eludes our grasp. Second, the students we teach are
larger than life and even more complex. To see them clearly and see them whole, and
respond to them wisely in the moment, requires a fusion of Freud and Solomon that few
of us achieve.
If students and subjects accounted for all the complexities of teaching, our standard
ways of coping would do—keep up with our fields as best we can, and learn enough
techniques to stay ahead of the student psyche. But there is another reason for these
complexities: we teach who we are.
Teaching, like any truly human activity, emerges from one’s inwardness, for better or
worse. As I teach, I project the condition of my soul onto my students, my subject, and
our way of being together. The entanglements I experience in the classroom are often no
more or less than the convolutions of my inner life. Viewed from this angle, teaching
holds a mirror to the soul. If I am willing to look in that mirror, and not run from what I
see, I have a chance to gain self-knowledge—and knowing myself is as crucial to good
teaching as knowing my students and my subject.
In fact, knowing my students and my subject depends heavily on self-knowledge. When
I do not know myself, I cannot know who my students are. I will see them through a glass
2 www.CourageRenewal.org
darkly, in the shadows of my unexamined life—and when I cannot see them clearly I
cannot teach them well. When I do not know myself, I cannot know my subject—not at
the deepest levels of embodied, personal meaning. I will know it only abstractly, from a
distance, a congeries of concepts as far removed from the world .
Group project
Extroverted students tend to perform better during lessons focusing on remembering and understanding, while introverted students may perform better during applying and analyzing phases of lessons. Younger shy children express shyness through nervousness and fear around new people and situations, while older shy children may feel embarrassment and self-consciousness when the center of attention. Educational programs for intellectually gifted students include enrichment classes, after school programs, and mentorship opportunities to keep them challenged at their level. Recent studies show acceleration does not harm children academically or socially and may increase their enthusiasm for school. Some students have uneven skills across subjects due to conditions like autism or ADHD.
Tapping%20into%20 emotions[1]
The document discusses how recognizing patterns in emotional responses to situations can provide wisdom and lessons to improve oneself. It provides four examples of typical situations in college that may elicit discomfort, anxiety/fear, excitement, and joy. For each emotion, it prompts reflection on one's experience in that situation and the potential lesson to be learned.
H A W A I I P R E S E N T A T I O N
1) The document discusses creating emotionally safe classrooms to improve academic achievement in middle school. It recommends establishing a brain-compatible learning environment that eliminates threats, respects student uniqueness, engages emotions, and provides feedback.
2) Stories provide examples of social-emotional learning (SEL) programs helping students develop empathy, problem-solving skills, and emotional regulation. One student defuses a bullying situation through assertive communication.
3) Educators note benefits of SEL, like improved behavior and staff morale. Students say SEL helps them make good choices and understand different perspectives.
Classroom disruption
This document provides guidance for faculty on how to handle difficult, disruptive, and distressed students in order to maintain a successful learning environment. It defines different types of challenging students and lists potential signs of issues like mental health concerns. The goals are for faculty to understand their role in managing the classroom environment, recognize signs of student issues, and know how to access campus resources to help students. Specific tips are provided on de-escalating situations, communicating effectively with students, and referring students to counseling and other support services as needed.
ITM 625 Course Expectations
The professor welcomes students to the new online learning adventure and emphasizes creating a relaxed, informal, and fun learning environment. Students are encouraged to engage in dynamic learning, be open to new ideas, and challenge each other gently. The professor wants to develop the best online learning environment possible through students' thoughtful participation and insight. Stress and worrying can inhibit creativity, so students are advised to move outside their comfort zone and not worry about grades. The professor will be active in the discussion forums and provide feedback to help students reach their highest potential. Students are expected to participate weekly by completing assignments, engaging in discussions, and reflecting on their learning.
ITM 615 Course Expectations
The professor welcomes students to an interactive online learning environment and emphasizes creating a relaxed atmosphere for dynamic learning. Students are expected to engage with course material and discussions multiple times per week by posting thoughtful contributions, asking questions, and respectfully considering different viewpoints. The professor will facilitate discussions but not respond to every post, instead allowing open conversation between students. Stress and worrying about grades are discouraged in favor of exploring creatively and having fun through the learning process.
Recapturing Joy in Learning!
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Counseling Theories
This document summarizes three counseling theories: psychoanalytic theory, Jungian analytic theory, and Adlerian counseling. It discusses the founders and key concepts of each theory. Psychoanalytic theory, founded by Sigmund Freud, focuses on unconscious motives and childhood experiences. Jungian analytic theory, developed by Carl Jung, aims to facilitate personal growth through individuation. Adlerian counseling, established by Alfred Adler, emphasizes social interest, early recollections, and striving for superiority.
Psychology jounal
- Social loafing depicts individuals putting in less effort when working in a group compared to individually. The student tends to perform better and get better grades on individual assignments versus group projects.
- There are various social psychological perspectives that help explain why students experience stress, such as sociocultural, evolutionary, social cognitive, and social learning perspectives.
- Social cognition concepts like confirmation bias and self-fulfilling prophecies influence our perceptions and expectations of ourselves and others in socially interactive situations.
Be A Super Teacher
The document provides tips for teachers to become a "super teacher" by mastering effective instructional techniques. It recommends (1) recognizing individual student differences, (2) creating a safe classroom environment where students feel comfortable, and (3) focusing on building relationships with students. Additional tips include not using academic penalties for behavior, viewing misbehavior as an academic problem, and teaching to fill gaps in student deficiencies. The overall message is that the teacher is the most important factor for successful instruction.
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This document contains a student's self-reflection assignment on understanding oneself. The student discusses what they know about themselves, including their personality traits, interests, strengths and weaknesses. They describe being an introverted person who enjoys personal space but can also be talkative in social situations. They reflect on how they would react if someone criticizes or bullies them. The student also considers what they may fear losing in life and identifies close friends and family as their vulnerabilities. The document provides insights into who the student is through thoughtful reflection.
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The document provides guidance for teachers on understanding and assisting students with Asperger's syndrome, an autism spectrum disorder affecting social skills, communication, and behaviors. It describes common signs of Asperger's including difficulties with social cues, communication, and sensory processing, and offers strategies for teachers to help students improve skills in these key areas through structured routines, clear explanations, social support, and accommodation of sensory sensitivities. Resources for further information on Asperger's syndrome are also listed.
ITL602 Reflective Journal 2
An awareness of how people are socialized to accept inequalities makes it possible for teachers to expose and disrupt the narratives that maintain inequalities in rules, practices and imbalances of power in the classroom.....
Summarize Emile Durkheims social theory and how it implicates its.docx
Durkheim's social theory examines how society influences individual behavior and actions. He argues that societies are made up of both idealism (values, beliefs, norms) and materialism (division of labor, technology). These factors combine to form social solidarity, which determines the level of social regulation and integration that individuals experience. Too much or too little regulation and integration can lead to different types of suicide - fatalistic (over-regulation), anomic (lack of regulation), egoistic (lack of integration), or altruistic (over-integration). Durkheim believed suicide was driven by imbalances in social forces rather than individual pathology, and that understanding these social influences was crucial to explaining suicide rates.
7 ego psychology
Erik Erikson developed an ego psychology theory of psychosocial development across the lifespan. He proposed that people progress through 8 stages characterized by psychosocial crises that shape identity and personality. Successful resolution of each crisis results in a healthy ego and the acquisition of virtues like hope, will, purpose, competence, fidelity, love, care and wisdom. Erikson emphasized ego functions over biological urges and viewed people as social beings influenced by experiences. His theory has influenced many fields and receives research support regarding intimacy, generativity and industrial stages.
School counselingpresentaton
The document discusses the role and responsibilities of teachers as counselors in schools. It begins by outlining the objectives of teacher guidance, which include being aware of the teacher's counseling role and understanding counseling skills. It describes counsel as a gift from God and biblical foundations for counseling. Key aspects of a counselor's role are to follow up on student issues, act as a liaison, build self-esteem, and improve relationships and behavior. For schools without dedicated counselors, teachers and administrators must fill this role. The document provides guidance on social counseling, developing relationships with students, counseling steps and skills, as well as situations to avoid like transference. It emphasizes that counseling requires active listening, objectivity, and referring students
Empathy project comm 101
Empathetic listening involves listening with the intent to understand how the speaker feels in addition to their ideas. The benefits include resolving problems and conflicts by enabling the listener to share emotions freely without judgment. Steps for empathetic listening include listening carefully, displaying an open caring posture, considering the speaker's emotions, and calmly reflecting back their feelings. Behaviors to avoid include questioning, judging, criticizing, lecturing, advising, interrupting, and giving autobiographical responses. Empathetic listening teaches understanding other perspectives.
Journals
This document summarizes two journal entries about social psychology concepts. The first entry discusses confirmation bias, describing how people tend to seek information that confirms their existing beliefs and ignore contradictory information. It provides examples of how confirmation bias can be seen in older generations clinging to traditional views. The second entry summarizes the concept of social facilitation, explaining how the presence of others can improve or hinder performance depending on an individual's level of preparation. It discusses examples of social facilitation in competitive school environments.
Bandon Bully-Proof Kids
This document discusses raising resilient children and preventing bullying. It describes different types of children, including "cotton wool kids" who are anxious and perfectionist, and "free range kids" who are confident and resilient. It emphasizes teaching children a growth mindset where they love challenges and learn from mistakes. It also discusses the social dynamics that can enable bullying, the characteristics of bullies and targets, and strategies for parents and schools to build emotional intelligence and prevent bullying.
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