Teacher’s Working Condition and Hybrid Teaching Environment – A Narrative Case Study

Since the onset of the COVID-19 pandemic, the entire system of education around the world is living each day under rapid experimentation to grapple with unforeseen challenges. The event of the COVID-19 pandemic has not only impacted a student’s track of learning but also disrupted the everyday functioning of schools. In the case of the United States, since the beginning of March 2020, when schools were pushed into remote learning options, most teachers had minimal training and resources to teach online. Teachers faced technological challenges and suffered a severe lack of pedagogical knowledge to engage students in an online platform. The overnight switch of face-to-face to remote teaching has added to existing teacher workloads, including accommodating student learning and engagement on the virtual platform. The narrative study considers the experiences of Ally, a veteran teacher, who experienced doubts about her sense of confidence as a teacher with the overnight change of instructional formats. Qualitative analysis was conducted from two interviews, 12 written reflections, and observation notes. Following a review of relevant literature, we report the narrative account of this teacher’s lived experiences. Next, we present suggestions and implications for research and practice while addressing the following research question: What were the lived experiences of a veteran teacher while pursuing a hybrid teaching instruction format, in both the traditional and online delivery format?

The Structure and Contents of the Institutio oratoria

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.

Teaching in the Restorative Window: Authenticity, Conviction, and Critical-Restorative Pedagogy in the Work of One Teacher-Leader

In this article, Sarah M. Fine uses portraiture to explore the undertheorized question of what it means to teach in ways that align with the values of the restorative justice framework. The piece centers around the work of Nora, a veteran teacher-leader who explored this question in the context of her own classroom and, as a result, shifted her practice in significant ways, making it more deliberate in its attention to students' social-emotional needs, more project based in its design, and more critical in its stance. In turn, these shifts helped restore and transform students' relationships to the content under study, as well as to each other and to Nora. This portrait provides a richly textured picture of what it means to be—and become—a restorative teacher and suggests that there are powerful synergies between the restorative justice frame-work and the tradition of critical pedagogy.

Learning from change : how teachers adapt to demographic student population changes

This research explores how veteran teachers respond to demographic changes in their school's student populations, specifically: When demographic change occurs in a student population, how do veteran teachers respond? What are the veteran teachers' beliefs and practices as they interact with students who differ from the ones they have always taught? Specifically, do veteran teachers continue with similar (1) beliefs about students, (2) pedagogical approaches, and (3) ways of interacting with family members? Or do teachers develop new ideas and approaches, perhaps viewing the changes as an opportunity for growth or a transformational learning experience? Framed by transformational learning theory, this research has implications for designing professional development for other veteran teachers. Seventeen veteran teachers took part in this qualitative study at an elementary school in the Midwestern United States, which was representative of many schools across the country experiencing rapid changes in the proportion of students from immigrant and lower socioeconomic families. Participants completed online questionnaires and semistructured face-to-face interviews. Over 74 percent of the veteran teacher participants believed success with a new student population only occurred after forming relationships with individual students. Thus, relationships, rather than standardized instructional practices, determined academic agendas and sometimes led to a transformational change in teachers' beliefs. Findings suggest that in conjunction with other professional development, school leaders should add instruction for teachers on how to build and understand the importance of relationships with students. Keywords- Demographic Change, English Language Learners, Professional Development, Transformational Learning, Veteran Teacher

My Inversion Conversion

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.