Going Against the Grain: Supporting the Student-Centered Teacher

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Overview

Here is helpful evidence and support to counter the criticism as you encourage your preservice teachers to develop constructivist curricula. Guide them as they learn to foster students' problem-solving skills, lifelong learning habits, and individual interests. Aaronsohn gives you a rich case study showing the challenges that face Sheila, a new student-centered teacher. As Sheila struggles to overcome resistance from other teachers in her new school, she learns how to handle her own uncertainties about her nontraditional curriculum.
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Product Details

  • ISBN-13: 9780803962989
  • Publisher: SAGE Publications
  • Publication date: 1/23/1996
  • Series: Teacher Support and Retention Series
  • Pages: 200
  • Product dimensions: 6.00 (w) x 8.90 (h) x 0.50 (d)

Table of Contents

About the Author
1 Supporting Student-Centered Teaching 1
The Structure of the Book 2
Context: The School 3
Summary of Sheila's Story 4
Origins of the Study 7
The Theoretical Framework 8
2 Sheila's Vision 14
Teacher as Nurturer: Creating a Safe Environment for Growth 14
Experiencing Empowerment Through Writing 14
3 The Process Is the Content 28
Teaching Is Not About Getting Your Own Needs Met 29
Learning From One Another 31
What Teaching Is About 34
Student Centered: The Focus Is on the Students, Not the Teacher 40
Admiring and Respecting Young People: Believing That "Kids Can Do It" 46
4 Teaching in a Student-Centered Classroom 53
The Issue of Talk 54
The Factory Model 58
It Is OK to Be a Mother 60
Patience: Seeing Teaching as a Process, Not a Performance or a Product 62
What It Means to Be Student Centered: Looking At How Kids Learn Rather Than What There Is to Teach 67
5 Colliding With "Institutional Realities" 74
The Struggle to Swim Upstream 74
Letting Go of Ownership of Content and Process 86
Giving Up the Need for Approval 95
Reclaiming What She Knew 110
6 Developing the Mentoring Relationship 125
Perspective 125
Letting Go of Fear of Judgment 128
Problem-Solving Dialogue 129
Need for Support 137
Mentoring 146
7 Reconceptualizing the Roles 156
Who Nurtures the Nurturers? 156
Implications for Teacher Educators 161
Conclusion 176
OperationaI Definitions 177
Resources on Student-Centered Teaching 179
References 182
Index 189
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