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From: Virginia Tardaewether <tarv@exchange.chemeketa.edu>
To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov>
Subject: [NIFL-4EFF:1855] Re: questions about teacher learning
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Questions:
> Using the definition of proficiency as "skilled application of knowledge,"
> what are the areas of proficiency that you think educators most need, and
> why do you think they are important?
I think educators need to:
be able to get students to think,
be aware of their learning and
use their thinking to solve problems
so educators also need to be able to pose problems that learners are
interested in and need to explore.
> How have you developed proficiency? What activities have contributed most
to
> your own learning as a teacher?
teaching teaches one to teach. Learning from ones learners teaches one to
teach. Cooperative learning is rejuvenating, too.
>
> What is your current role as an educator (e.g., ESL teacher, ABE teacher,
> administrator)? |I teach in corrections and on the outside: math,
reading, writing, ABE, GED, Computer comfort.
Virginia Tardaewether
Chemeketa {Place of Peace}
Outreach Instructor
Dallas, OR 97338
503-316-3242
-----Original Message-----
From: Patricia [mailto:phanahoe@cccnj.net]
Sent: Thursday, October 18, 2001 10:25 AM
To: Multiple recipients of list
Subject: [NIFL-4EFF:1842] Re: questions about teacher learning
I think educators need proficiency in their subjects. That may sound
obvious,
but I have encountered numerous instructors at the community college level
(where I teach) who simply don't know their own subject material well. Many
English teachers have degrees in literature or creative writing and have no
clue
about the basics of structure, analysis, organization, grammar, or even
creativity, nor how to teach those things to students. Many don't even know
how
to write well beyond a literary analysis. If you look at the high school or
elementary levels, the problem is even more serious. Many teachers only
have a
BA and spent more time in college learning how to teach than learning the
details of their own disciplines. Don't get me wrong: it's important to
know
how to teach, too. Another problem with many college instructors is that
few of
us were ever taught how to teach--we learned the hard way, through
experience.
But if you don't know your subject material well, you can't teach it, no
matter
how good of a teacher you are.
The conundrum here, though, is that though I learned my subject thoroughly
in
school, to be honest, I also learned it by teaching. I'm a much better
writer
and teacher of writing now than I was when I started teaching 15 years ago.
I
also consider myself an expert in grammar and punctuation (a different
subject)
now, but I certainly wasn't when I started teaching.
P. Hanahoe-Dosch
Eileen Eckert wrote:
> I have recently returned to the University of Connecticut to finish my
> Ph.D., and in one of the courses I am participating in a group research
> project on teacher learning. Several wonderful people have spent time
> answering my interview questions, and now I'm hoping some of you will
answer
> a few questions as well.
>
> If you are willing to answer, any responses that are sent to me off-list
> will be confidential--I will not use anything that could identify you in
my
> class discussions or written analysis. Of course, answers posted to the
list
> may offer the chance to "Reflect and Evaluate" as a group.
>
> Questions:
> Using the definition of proficiency as "skilled application of knowledge,"
> what are the areas of proficiency that you think educators most need, and
> why do you think they are important?
>
> How have you developed proficiency? What activities have contributed most
to
> your own learning as a teacher?
>
> What is your current role as an educator (e.g., ESL teacher, ABE teacher,
> administrator)?
>
> Thanks to anyone who takes the time to answer any or all of these
questions!
>
> Eileen Eckert
>
> _________________________________________________________________
> Get your FREE download of MSN Explorer at http://explorer.msn.com/intl.asp
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