scholarly journals Redefining Exceptionalism: The Importance of Removing Super Hero Language from Education

2020 ◽  
Vol 4 (3) ◽  
pp. p1
Author(s):  
Sunni Ali
Keyword(s):  
Danielson Framework ◽  
Teachers And Students ◽  
The Way

The concept of exceptionalism for some years has defined the way schools and society determine success. Abiding by this concept has become problematic for parents and students who believe they must achieve outstanding benchmarks to have greater access to opportunities. In addition, the Danielson Framework became a tool to identify which educators were operating under specific standards to ensure students’ impressive performance. How education chooses to reframe exceptionalism while redefining success will ultimately determine how effectively schools can best support teachers and students to obtain achievable and realistic goals.

scholarly journals DAMPAK BULLYING TERHADAP KONDISI PSIKOSOSIAL SISWA KELAS II DI SD N SURYODININGRATAN 1 YOGYAKARTA

2019 ◽  
Vol 5 (3) ◽  
Author(s):  
Ahmad Oktavian Triatmojo ◽  
Endang Hangestiningsih
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Pocket Money ◽  
Teachers And Students ◽  
Bullying Behavior ◽  
Class Teacher ◽  
The Way

This type of research is a type of qualitative research. This research was conducted at SD N Suryodiningrata 1 Yogyakarta. The subjects in this study were to schools, class teachers, and students. Data collection techniques use observation, interview, and observation techniques. Based on the results of the study show that the forms of student bullying behavior that occur are that students make fun of and mock friends, find out friends and ask for pocket money to their friends. The way the class teacher handles student bullying behavior is by conducting classical and individual guidance. The role of the class in addressing the behavior of bullying students, be a mediator when the bullying occurred in class, and give advice as well as motivations to students.

Music and Social Justice

2021 ◽  
Author(s):  
Cathy Benedict
Keyword(s):  
Social Justice ◽  
Music Education ◽  
Elementary Students ◽  
Music Teachers ◽  
Elementary Music ◽  
Elementary Student ◽  
Teachers And Students ◽  
The Voice ◽  
Elementary Music Education ◽  
The Way

This book challenges and reframes traditional ways of addressing many of the topics we have come to think of as social justice. Offering practical suggestions for helping both teachers and students think philosophically (and thus critically) about the world around them, each chapter engages with important themes through music making and learning as it presents scenarios, examples of dialogue with students, unit ideas, and lesson plans geared toward elementary students (ages 6–14). Taken-for-granted subjects often considered sacrosanct or beyond the understanding of elementary students, such as friendship, racism, poverty, religion, and class, are addressed and interrogated in a way that honors the voice and critical thinking of the elementary student. Suggestions are given that help both teachers and students to pause, reflect, and redirect dialogue with questions that uncover bias, misinformation, and misunderstandings that too often stand in the way of coming to know and embracing difference. Guiding questions, which anchor many curricular mandates, are used throughout in order to scaffold critical and reflective thinking beginning in the earliest grades of elementary music education. Where does social justice reside? Whose voice is being heard, and whose is being silenced? How do we come to think of and construct poverty? How is it that musics become used the way they are used? What happens to songs initially intended for socially driven purposes when their significance is undermined? These questions and more are explored, encouraging music teachers to embrace a path toward socially just engagements at the elementary level.

Meditation in the Classical Daoist Tradition

2016 ◽  
Author(s):  
Harold D. Roth
Keyword(s):  
The Body ◽  
Cultivation Practices ◽  
Teachers And Students ◽  
The One ◽  
The Way

The classical Daoist textual corpus, while often treated as abstract philosophy, emerged from a tradition of teachers and students that was primarily based on a common set of meditative techniques, and goals. These techniques emphasized proper posture (aligning the body and keeping it still), breath cultivation (concentrating, patterning, guiding, relaxing and expanding the breath), the use of attention (focusing on the one or on the center), as well as a variety of apophatic training regimes designed to restrict or eliminate desires, emotions, thoughts, knowledge and sense perceptions and reveal a deeper reality known as the Way, believed to underlie these faculties. With time, a tradition emerged for viewing these self-cultivation practices as particularly beneficial for rulership, connecting the ruler to a correlative web of cosmic energies.

Problems of Practice: From the Principal's Perspective

1993 ◽  
Vol 3 (1) ◽  
pp. 59-73 ◽  
Author(s):  
Karen F. Osterman
Keyword(s):  
School Districts ◽  
Secondary Principals ◽  
The United States ◽  
Complex Problem ◽  
Urban School Districts ◽  
Organizational Policies ◽  
Policies And Procedures ◽  
Teachers And Students ◽  
Problems Of Practice ◽  
The Way

This article explores the way that principals understand the nature of the problems that deter schools from better accomplishing their missions. The views presented are those of approximately 40 elementary and secondary principals in two urban school districts in the Mid-Atlantic and Southwest regions of the United States. From the perspective of these principals, schools as organizational workplaces for administrators, teachers, and students are plagued by stress, frustration, and alienation. Although a multi-faceted and complex problem in itself, this organizational malaise is viewed as an outgrowth of an even more complex problem—a growing gap between the culture of the schools and the society of which they are a part. These observations emphasize the importance of examining the way in which organizational policies and procedures of schools and school districts impact upon the motivational needs of administrators, teachers, and students.

Os Cadernos da Realidade dos alunos da LEDOC/UFES como agenciamentos coletivos de enunciação / The student's notebook on LEDOC/UFED as collective enunciation management

2018 ◽  
Vol 8 (1) ◽  
pp. 303
Author(s):  
Sandra Kretli Silva
Keyword(s):  
Undergraduate Students ◽  
Learning Processes ◽  
Deleuze And Guattari ◽  
Espírito Santo ◽  
Michel De Certeau ◽  
Teachers And Students ◽  
Reality Pedagogy ◽  
Espirito Santo ◽  
The Way

Este texto objetiva apresentar resultados de uma pesquisa que investiga os “usos” que os professores e os alunos fazem dos cadernos da realidade produzidos pelos alunos do curso de Licenciatura em Educação do Campo da Universidade Federal do Espírito Santo. Problematiza o modo como os usos desses cadernos expressam os currículos pensadospraticados. Utiliza, como aporte teórico-metodológico, o pensamento de Michel de Certeau (1994), Deleuze e Parnet (1977), Deleuze e Guattari (2015) e Lazaratto (2006; 2014). Aponta que os alunos fazem usos diversos dos cadernos: favorecer a memória, como indicam os textos que tratam desse instrumento; planejar suas ações; desabafar e fazer o pensamento movimentar, delirar, etc. Já os professores usam os cadernos para avaliar os processos de aprenderensinar e nos movimentos de invenções curriculares, pois acreditam que “uso” é poética, é invenção. Foi evidenciado ainda que os cadernos da realidade são agenciamentos maquínicos de desejo, ou seja, agenciamentos coletivos de enunciação que possibilitam movimentar o pensamento e abrir fissuras paradigmáticas. Afirma, assim, a necessidade de abrir/criar espaçostempos e redes de conversações para que professores e alunos possam dialogar sobre as escrileituras desses cadernos, a fim de ampliar e potencializar os processos inventivos dos currículos pensadospraticados na Educação do Campo.Palavras-chave: Cadernos da Realidade; Pedagogia da Alternância; Currículos pensadospraticados; Educação do Campo. ABSTRACT: This text aims to present results of a research that investigates the uses that teachers and students make of the notebook of reality poduced by the undergraduate students of the field of the Federal University of Espírito Santo. It problematizes the way in which the uses of these notebooks express the thoughtful curricula. It uses as a theoretical-methodological contribution the thought of Michel de Certeau (1994), Deleuze and Parnet (1977), Deleuze and Guattari (2015) and Lazaratto (2006, 2014). He points out that the students make different uses of the notebooks: to favor memory, as indicated in the texts that deal with this instrument; plan your actions; and to make the thinking move, delirious... The teachers use the notebooks to evaluate the learning processes and the movements of curricular inventions, because they believe that "use" is poetic, it is invention. It was also evidenced that the notebook of reality are machinic assemblages of desire, that is, collective assemblages of enunciation that make it possible to move thoughts and open paradigmatic fissures. It thus affirms the need to open /create spaces and networks of conversations so that teachers and students can talk about the writing of these notebooks, in order to broaden and enhance the inventive processes of the curricula considered in countryside education.Keywords: Notebook of reality; Pedagogy of Alternation; Thoughtful curricula; Countryside education.

scholarly journals The Implications Of Politeness Strategies Among Teachers And Students In The Classroom

2018 ◽  
Vol 42 ◽  
pp. 00067
Author(s):  
Widiadnya I Gusti Ngurah Bagus Yoga ◽  
Seken Ketut ◽  
Santosa Made Hery
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Grade Teacher ◽  
Teachers And Students ◽  
Politeness Strategies ◽  
Tenth Grade ◽  
The Way

Politeness was needed to be implemented since rudeness creates conflict between teacher and students. Politeness also used in order to teach students the way of being polite, and redress the conflict in conversation. This study aimed at analyzing the implication of using politeness strategies on teaching and learning process. The subjects of this study were the tenth grade teacher and students of SMK Nusa Dua Bali. The data were in the form of conversations among the subjects in their interactions during the teaching and learning process in the classroom. The data were collected through observations and interview. The result of this study showed that, there were some implications of the politeness strategy employed by the teacher and students at SMK Nusa Dua, such as politeness created efficient teaching and learning process, respected communications between teacher and students. Besides that cooperation interaction between teacher and students were found improving, and less imposition and indirectness in teaching and learning process. Those implications motivate students and develop a meaningful teaching and learning process.

scholarly journals PROBLEMATIC SIDES IN IMPLEMENTING LEARNER-CENTERED INSTRUCTION PARADIGM IN ENGLISH CLASSROOM

2017 ◽  
Vol 15 (2) ◽  
pp. 101
Author(s):  
Absharini Kardena
Keyword(s):  
Learner Centered ◽  
Teachers And Students ◽  
Role Of Teachers ◽  
English Classroom ◽  
The Way

ASALAHAN DALAM PENERAPAN PARADIGMA LEARNER-CENTERED INSTRUCTION DALAM KELAS BAHASA INGGRIS AbstractThe implementation of Learner-Centered Instruction paradigm (LCI) is closely related to the role of teachers and students in the classroom. Roles that are run by teachers and students contribute to the successful of LCI implementation. In fact, LCI is still not going well, especially in MAN Solok. Indications suggest that the problems encountered in the implementation of the LCI are closely related to the way teachers and students in implementing their role. This article discusses the implementation of the respective roles of teachers and students in MAN Solok. In addition, this article also discusses the problems arised in the implementation of LCI and its causes.AbstrakPenerapan paradigma Learner-Centered Instruction (LCI) berkaitan erat dengan peran guru dan siswa dalam kelas. Peran yang dijalankan oleh guru dan siswa berkontribusi terhadap keberhasilan pelaksanaan LCI.  Pada kenyataannya, LCI masih belum berjalan dengan baik, khususnya di MAN Kota Solok. Indikasi-indikasi yang ada menunjukkan bahwa masalah yang dihadapi dalam pelaksanaan LCI berkaitan erat dengan cara guru serta siswa dalam menjalankan peran mereka masing-masing. Artikel ini membahas pelaksanaan peran masing-masing guru dan siswa di MAN Kota Solok. Selain itu, artikel ini juga membahas masalah yang muncul dalam pelaksanaan LCI beserta penyebab-penyebabnya.Kata Kunci: implementasi, learner-centered instruction,paradigma, kelas bahasa Inggris

Art Galleries Connecting with the Curriculum through Digital Technologies and Resources

2015 ◽  
pp. 87-105
Author(s):  
Kathryn Hendy-Ekers
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Art Galleries ◽  
Key Concepts ◽  
Teachers And Students ◽  
Further Development ◽  
The Way

Innovations in teaching and learning using technology are progressively changing the way in which teachers and students access art galleries and their collections. Art galleries have the authority and power to direct content, processes and the form of exhibition interpretation. In attempt to embrace innovative practices, they are using more approaches with technology to engage their audience to enter into a dialogue with their chosen narrative. For schools, this narrative often incorporates key concepts of the curriculum and delivers outcomes for learning in an informal manner. In an attempt to deliver content and learning outcomes through these resources, additional beliefs, values and learning evolve that contribute to further development of curriculum concepts and pedagogy. This chapter will review the strategies art galleries are using with digital technologies that deliver content and pedagogy addressed to the curriculum. The way in which these resources and strategies link directly to curriculum outcomes and the values and pedagogies that they cover, will be discussed.

Communicating With Children Who Are Deaf

1997 ◽  
Vol 28 (4) ◽  
pp. 348-354 ◽  
Author(s):  
David Wood ◽  
Heather Wood
Keyword(s):  
Linguistic Competence ◽  
Teacher Discourse ◽  
Linguistic Complexity ◽  
Teacher Communication ◽  
Four Dimensions ◽  
Children And Parents ◽  
Teachers And Students ◽  
Communicating With Children ◽  
Turn Rate ◽  
The Way

Adults vary in how far they control what is talked about in interactions with children who are deaf. The evidence discussed in this article involves teachers and students in classrooms, but the same principles apply to interactions between children and parents, speech clinicians, or other clinicians. We analyze teacher communication in terms of four dimensions: power, repair, pace, and linguistic complexity. These features of teacher discourse are associated in that teachers who exert the most power (e.g., who ask frequent questions) also spend more time repairing students’ communication and exhibit a relatively rapid turn rate in discourse. Their language also exhibits fewer complex grammatical features. Students in communication with these teachers produce shorter utterances, ask fewer questions, offer less frequent contributions, communicate less often with peers, and show more signs of confusion and misunder-standing than they do with teachers who exert less power. We also discuss evidence that demonstrates that adults can change the way in which they manage conversations with children who are deaf in order to bring about more productive interactions. The implications of these findings for the development of linguistic competence in children who are deaf are explored.

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