superkaytee
04-01-2007, 12:41 PM
Hi i ahve to hand in my assignment tomoro.Its a sociology journal and i was told to have a flow and intertwine ur ideas and references.and use'I'.Could someone please let me know if im doing this right and have any ideas on how to finish the conclusion?Thanks in advance.
This is the Q:
How and in what ways are the emotions of teaching related to places and things that call up good and bad memories for me about teachers, classrooms and schools?
In the course of this journal, I aim to convey the emotions and elaborate on/recall different emotions either dark or light and apply them to teaching experiences.
I assume the utmost positive emotion a teacher can feel is the joy of improving a child’s life with education. To be able to see a child in the class progress year after year is a great satisfaction. If a child in the class could not read or write when the year began, and by the end of the year the child could read books and write stories--that would be a powerful experience. As a teacher, the emotions that I will go through in just one day will be truly incredible: joy and happiness when teaching a child something new that they didn’t know yesterday. Frustration when something goes wrong or when there is a problem with a student or even administration. For me, the one emotion that I know I will not be alone on is the fear when I first begin to teach-the fear of the unknown, of doing the wrong thing, or that simply I’m not making enough of a difference.
One of the teachers that stands out in my memory is one of my old national school teachers. The lady was full of encouragement and inspiration. The teacher had a way of capturing our attention for all subjects, intriguing to watch and always supportive. The children in her class were in awe and would encourage all the pupils to do the best of their ability. She would encourage singing and physical education, while the other teachers couldn’t bear to teach the subjects. The classroom environment was strict, she was well able to control the class but also let us enjoy learning through creativity and innovation.
The darker sides of emotion are ones of great concern to teachers. These emotions can appear within work colleagues themselves or between teacher and pupil. I can recall some experiences where sarcasm and negative emotions were conveyed in the classroom when I was a pupil. As with most adults, there is always a teacher who inspires me and makes me think about my own teaching, but there is also one teacher who was extremely discouraging and unsupportive. This experience was in my secondary school days, this was the teacher who took us for Mathematics every day. She never helped anybody in the class to do the Math she was teaching. The equation was written on the board and then explained briefly, the class was told to open our book on a certain page and complete the questions. If I put up my hand to tell her I was not able to do them, she would kindly tell me to ask the person sitting next to me to explain it. This was her idea of ‘pair work’ while she painted her nails at the desk. To this day, the odour of red nail varnish--or even the thought of it--makes me nauseous. As I was always a weaker student at Math’s to begin with, it really didn’t help to have no guidance for a year. I feel strongly that the purpose of this teacher’s experience was for the money only and I think this made me more determined to be a better teacher than this teacher ever could be. The essential ‘fearas’ of this teacher was the textbook. Learning is supposed to be child-friendly and blended into childhood. I don’t think any child should have to face education in this way. In the classroom, teachers can choose to distance themselves from the pupils and not form close relationships. They do not know their pupils well and Hargreaves sums this up well when he states, ‘Successful teaching and learning therefore depend on strong emotional understandings’ (Page, 8). In my opinion it is vital to have a connection with the pupils, to respond to their learning. By distancing myself away from my pupils has a negative effect on their success rate to learn. In a workplace where the classroom door is closed and is disconnected to the outside world, a social distance is created as Hargreaves calls it. (Page 8).
My most memorable year in school was in national school in sixth class. This was a time when I was at the top of the school and preparing for life in secondary school. The friends I made then are now friends for life. This experience was truly exciting. The Buddy system came into play this year in our school which meant our class had to take turns in supervising and playing with the infants in the yard at lunchtime.
I have always wanted to be a teacher and I think this was probably the year that I felt strongly about it.
Hargreaves mentions how students that have to deal with emotional problems in school are dealt with to prevent from interfering with the child’s learning. Bereavement or bullying can cause distress and total disgust towards school thus infringing upon their learning potential.
‘Emotion is integral to all teaching’ (Hargreaves, page 4). Teaching calls up memories of my own school days, the good with the bad. The emotions of those experiences will be with me whenever I step into a classroom, but I believe all my past school experiences will make me a better teacher."
This is the Q:
How and in what ways are the emotions of teaching related to places and things that call up good and bad memories for me about teachers, classrooms and schools?
In the course of this journal, I aim to convey the emotions and elaborate on/recall different emotions either dark or light and apply them to teaching experiences.
I assume the utmost positive emotion a teacher can feel is the joy of improving a child’s life with education. To be able to see a child in the class progress year after year is a great satisfaction. If a child in the class could not read or write when the year began, and by the end of the year the child could read books and write stories--that would be a powerful experience. As a teacher, the emotions that I will go through in just one day will be truly incredible: joy and happiness when teaching a child something new that they didn’t know yesterday. Frustration when something goes wrong or when there is a problem with a student or even administration. For me, the one emotion that I know I will not be alone on is the fear when I first begin to teach-the fear of the unknown, of doing the wrong thing, or that simply I’m not making enough of a difference.
One of the teachers that stands out in my memory is one of my old national school teachers. The lady was full of encouragement and inspiration. The teacher had a way of capturing our attention for all subjects, intriguing to watch and always supportive. The children in her class were in awe and would encourage all the pupils to do the best of their ability. She would encourage singing and physical education, while the other teachers couldn’t bear to teach the subjects. The classroom environment was strict, she was well able to control the class but also let us enjoy learning through creativity and innovation.
The darker sides of emotion are ones of great concern to teachers. These emotions can appear within work colleagues themselves or between teacher and pupil. I can recall some experiences where sarcasm and negative emotions were conveyed in the classroom when I was a pupil. As with most adults, there is always a teacher who inspires me and makes me think about my own teaching, but there is also one teacher who was extremely discouraging and unsupportive. This experience was in my secondary school days, this was the teacher who took us for Mathematics every day. She never helped anybody in the class to do the Math she was teaching. The equation was written on the board and then explained briefly, the class was told to open our book on a certain page and complete the questions. If I put up my hand to tell her I was not able to do them, she would kindly tell me to ask the person sitting next to me to explain it. This was her idea of ‘pair work’ while she painted her nails at the desk. To this day, the odour of red nail varnish--or even the thought of it--makes me nauseous. As I was always a weaker student at Math’s to begin with, it really didn’t help to have no guidance for a year. I feel strongly that the purpose of this teacher’s experience was for the money only and I think this made me more determined to be a better teacher than this teacher ever could be. The essential ‘fearas’ of this teacher was the textbook. Learning is supposed to be child-friendly and blended into childhood. I don’t think any child should have to face education in this way. In the classroom, teachers can choose to distance themselves from the pupils and not form close relationships. They do not know their pupils well and Hargreaves sums this up well when he states, ‘Successful teaching and learning therefore depend on strong emotional understandings’ (Page, 8). In my opinion it is vital to have a connection with the pupils, to respond to their learning. By distancing myself away from my pupils has a negative effect on their success rate to learn. In a workplace where the classroom door is closed and is disconnected to the outside world, a social distance is created as Hargreaves calls it. (Page 8).
My most memorable year in school was in national school in sixth class. This was a time when I was at the top of the school and preparing for life in secondary school. The friends I made then are now friends for life. This experience was truly exciting. The Buddy system came into play this year in our school which meant our class had to take turns in supervising and playing with the infants in the yard at lunchtime.
I have always wanted to be a teacher and I think this was probably the year that I felt strongly about it.
Hargreaves mentions how students that have to deal with emotional problems in school are dealt with to prevent from interfering with the child’s learning. Bereavement or bullying can cause distress and total disgust towards school thus infringing upon their learning potential.
‘Emotion is integral to all teaching’ (Hargreaves, page 4). Teaching calls up memories of my own school days, the good with the bad. The emotions of those experiences will be with me whenever I step into a classroom, but I believe all my past school experiences will make me a better teacher."