Veteran Teacher Resilience

2020 ◽  
Author(s):  
Lee Brantley Shields ◽  
Carol A. Mullen
2021 ◽  
pp. 58-79
Author(s):  
James J. Murphy

This chapter offers an introduction to the Institutio oratoria for a general readership. A brief synopsis of each of the twelve books of the Institutio is followed by some observations on the structure and contents of the work. The prefatory letter to Trypho shows that Quintilian wrote the work for his friend Marcus Vitorius Marcellus and his son, and later decided to send it for publication to Trypho. Though written in segments, the work was carefully planned in its entirety at the outset, but it was not intended as an exhaustive treatment of the subject matter. Quintilian probably used writing tablets before a scribe transferred the text to papyrus rolls. Quintilian used different methods for treating his subject, according to whether he wrote as a veteran teacher, as an experienced legal pleader, or as a historian and theorist of rhetoric. He aimed at a varied group of audiences: teachers of rhetoric, their pupils, and the educated elite of Rome.


2007 ◽  
Vol 77 (2) ◽  
pp. 187-203 ◽  
Author(s):  
MARGARET METZGER

In this Voices Inside Schools essay, a veteran teacher shares her reflections on a classroom unit entitled "How Language Reveals Character." The goal of the unit is to help adolescents read and write critically through an exploration of literary characters' language. Beginning by drawing on adolescents' fascination with one another, Metzger first asks students to analyze the language of their peers as an entry point to thinking about how language and character may be connected. The unit then moves on to ask students to transfer their analytic skills to the world of fiction and how language reveals character in literary texts. Metzger focuses on life inside her classroom, how the unit is taught, how students respond, and how teachers can expand on the concepts of language and character through additional reading and writing activities.


Author(s):  
Erica L. Speaks

This chapter, authored by a 17-year veteran teacher, approaches flipped instruction using empirical evidence from experience and observation within the classroom. Included are perspectives from the author's students on flipped instruction, as well as advice on pragmatic issues, such as where to first start with flipping instruction and how to manage outside-of-school access issues for students. It explores the impact on both classroom instruction and student assessment. Suggestions are offered on how to approach traditional instructional tasks with the flipped method in mind. This chapter concludes with a flip-related glossary of technology terms and tools. Educational practitioners can extrapolate from this “in the trenches” perspective to inform and enhance their own circumstances with regard to flipped learning.


2006 ◽  
Vol 13 (1) ◽  
pp. 46-49
Author(s):  
Thomas C. O'Brien ◽  
Christine Wallach

This article provides a glimpse into the work of fifth graders (ages 10–11) on a problem involving logical necessity. The research was part of a one-year collaboration between a university professor and his former student, a veteran teacher of twenty-plus years' experience, in an independent midwestern elementary school. The school's curriculum focuses on “teaching for understanding,” and problem solving plays an important role throughout the pupils' experiences. This is one of a series of reports on the various activities that resulted from this collaboration.


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