behavior
This is something that I think many adults struggle with. They want to give positive feedback but forget to include specific feedback the way we would with older students. It's something I am always working on as it's so engrained in me. I found Carol Dweck's book Mindset to be a good start and it now lives in my teacher parent library
'ready for school, ready to 'succeed' in school,
I think these reflect the lack of foresight that school is a microcosm and if we are to build a better society and future we need to look beyond standards, school readiness and think about what kind of human we wish to sculpt rather than the boxes the need to tick.
The pleasure of learning of knowing and understanding is one of the most important and basic feelings that each child expects to receive from the experience he or she is living through:
This reminds me of a quote from Richard Feynman who while not connected to Reggio inspires my thinking.
The prize is in the pleasure of finding the thing out, the kick in the discovery, the observation that other people use it [my work]--those are the real things, the honors are unreal to me. Richard Feynman
When the EyeJumps Over the Wall. By this title they implied that one could see the potential of children and learning only if one were to overcome the wall of traditional educational commonplaces and conceptions.
This is such an interesting perspective title for the exhibit. It speaks to having to make a leap to see the learning, to leave the traditional ways behind.
through reading and discussing with teachers writings by John Dewey, Lev S. Vygotsky, Erik Erikson, and other philosophers of education,
I wonder if there are any more current researchers we are missing? There has been so much research about how we learn, about how different cultures learn and how these theories are bias. I wonder why we cling so tightly to them?
160 2edwaRdsas well as children. This was followed by the viewing of the videotape, indepen-dent reflection by participants (broken into three smaller subgroups, each with a recorder), sharing of the groups’ reflections, and, finally, response and summary comments by the Reggio educators. Critical reflection of this kind on documentation of teaching and learning has been going on for many years in Reggio Emilia, although specifics of the small group format vary from year to year, and situation to situation, according to the annual plans for professional development formulated by the Pedagogical Coordi-nating Team. Small-group reflection is a method that teachers greatly appreciate, whether they are new to teaching or possess many years of experience. As one experienced teacher noted:Personally, I think we have debated very much [in our small groups], but I never felt that I was inadequate, or felt diminished when I was discussing. And I think that if you don’t debate professionally, you won’t grow. (Notes, “The Teachers Speak,” feedback by teachers on working with a mentor teacher, Reggio Emilia, 2009)Intellectual conflict is understood as the engine of all growth in Reggio.
This is another beautiful way that the educators mirror the teaching philosophy in their own learning and I find so admirable.
system in which concern for hurt feelings or ownership of ideas prevents extended examination and argumentation, in Reggio Emilia intellectual conflict is considered pleasurable for both adults and children.
This makes me think of The Characteristics of White Supremacy in Organisations. How do we shift the culture of our schools so that they are places where true dialogue can happen?
What they are describing here is a genuine commitment to emergent curricu-lum, not a subtle manipulation of the project theme so that it will end up in a certain place
I have experience with this all too well. We are given the outcomes of a unit of inquiry and they are connected to curricular goals and we call it child led but what happens is that manipulation to get the 'project' toward the pre-determined outcome and is so inauthentic. I'm sure the children feel how inauthentic it is and aren't as engaged as they could be.
we have questioned two tenets.
This resonates greatly with me. I have been concerned about Piaget and Vygotsky's impact on teaching for these reasons. Co-construction and interdependence in learning are important otherwise the more capable peer can just be replaced with a more capable adult and that is not the heart of image of the child.
It’s important for the teacher who works with youngchildren to understand that she knows little aboutchildren.
I find teaching to be a very humbling experience as I observe the children. In accepting I know little about children you can keep an open mind to what's happening in the classroom and also keep an open mind when dialoguing with colleagues, parents and the children themselves about observations and interpretations.
What childrenwant is to be observed while engaged, they do notwant the focus of the observation to be on the finalproduct. When we as adults are able to see thechildren in the process, it’s as if we are opening awindow and getting a fresh view of things.
I think this really speaks to the human need of wanting to be seen for you who are, acknowledged for who that person is and what you're feeling with no qualifiers, measurements or judgements. I really feel as though Reggio-inspired practice is more than 'teaching' and that it is a perspective you hold and work on that is holistic to your life. This mirrors how the philosophy doesn't compartmentalise the chid and their life.
researchers
Teacher as researcher carries multiple meanings for me. Teachers not only learn along side the children given how their interests drive projects but also teachers are researchers as they reflect on the children's learning and how it reflects what is happening in their communities, the classroom as a microcosm. So seeing teachers as researchers and documenters, communicators of of culture.
seelearningnotasalinearprocessbutasaspiralprogressionandconsiderthemselvestobepartnersinthisprocessoflearning.
I find this to be true and so interesting. However, many of the schools I have worked in are curriculum based and draw from Piaget and many other theorists that see learning as linear. I hope to learn about theories that see the process as a spiral so we can support the shift in thinking about leanring.
findingpossiblewaystoconstructchange
I feel so fortunate for the timing of this program. I have enough years of practice behind me that I have reached a point I am ready for this MA, the world is in need of significant change and this program is full of educators from around the world who are ready to collaborate, learn from each other and grow and advocate for and create change. At a time when many people feel hopeless I feel inspired.