Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j3FJsAG23738; Fri, 15 Apr 2005 15:54:10 -0400 (EDT) Date: Fri, 15 Apr 2005 15:54:10 -0400 (EDT) Message-Id: <0D09B248.6AEB75C9.0A349A3F@aol.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: AWilder106@aol.com To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2965] Shared Priorities? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=iso-8859-1 X-Mailer: Atlas Mailer 2.0 Status: O Content-Length: 550 Lines: 7 Colleagues: I've been thinking this over: as the student's role has been expanded to include a host of values, as: "resolve conflict and negotiate," so the teacher's role must also expand. The two roles are synergistic. The teacher has a lot more responsibility. Suppose there is drug use in the family (not so unusual these days), or the student has really major family problems where "resolving conflict" is impossible and attempts to do so would be contraindicated, how is the teacher's role conceptualized within the EFF framework? Andrea
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