Search Results

Series:

Kourtney Bakalyar

emotions. Once out of elementary school, she wanted to be “normal” and rarely used her accommodations. Sarah was diagnosed with Asperger’s Syndrome in sixth-grade and received a few unofficial accommodations from her sixth-grade teacher; however, it wasn’t until college that she started receiving formal

No Student Teacher Left Behind

Lessons Learned from a Science Student Teacher with a Physical Disability

Series:

Catherine M. Koehler

longer at night, but Aaron could not. Even eight hours of sleep was not enough for him and he began to drag during the day. Coupled with his loss of a computer and now his shortened time to nap, these changes played a toll on his emotions and stamina. He relayed his disappointment and frustration to me

Series:

David McCormack

an inevitable part of the learning process in adult life; that it is a vital, in every sense of the word, part of change; that when it is your job to facilitate change there will inevitably be all sorts of emotions stirred up ( Claxton, 1999 ), not least in yourself; and that supporting yourself to

Discourse

Some Considerations for the Reflexive Practitioner

Series:

Anne B. Ryan

for more humane treatment of children in hospital. The human person (the subject, or the self) is psychosocial and the entirety of human subjectivity must be taken into account in any analyses or moves for change. Subjectivity is the subjective sense of oneself, including ideas, beliefs and emotions

Series:

Anne Ryan and Tony Walsh

.4 Understanding the Self Self-knowledge is a basic requirement in being a reflexive educational practitioner. It involves: (i) how my life histories, experiences, emotions, culture and family background are influential in forming my values, assumptions and preferences; (ii) an awareness of how the dominant

Series:

John Munro

and the language for monitoring and analysing this ( Kuhn & Dean, 2004 ). Knowing through Our Emotions A fifth way in which you know any topic is through the emotions or feelings you have linked with it. When you learn about a topic such as freedom, part of what you learn is an emotional link, for

liked this population, because they are small group. I don’t believe they are any different than any other group of children. They are learning how to work through their emotions. And we are using art to learn how to do that. For some children, they enjoy it and for others, they feel intimidated by it

Christa Boske

community members expressed their emotions, understandings, and courageously engaged in meaningful dialogue regarding their personal growth. Youth discussed the influence of hidden expectations within their schools, especially for children receiving special education services, and the influence of explicit

school this morning, Mr. A and another faculty member were attempting to work with a student who was crying to the point of having difficulty breathing. The students’ eyes were puffy and her speech was difficult to understand. She seemed overwhelmed with her emotions. Mr. A and the other faculty member

them. The art brought us closer together and we worked differently with each other. We became a real family. And I noticed it impacted the adults just as much as the children. We were drawn into their art because it was real. Their art was raw and full of emotion and meaning. Each of us, even though we