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Two days of work at the same school with the same classes, even if there ARE 150 kids, is enough time to start learning some names.
and to start losing my heart.
*sigh*
is it too "egotistical" or too arrogant, to think, "they need me"?
But I don't think I could teach full time in that school, not with what I know already... not with Waldorf workings in my spirit... my head, my art, my intention...
Jeff is bothered by public spaces that have too much "ping"... it's an auditory thing. These public schools have a literal AND a figurative ping... Sharp edges, no pride, hard surfaces, much of the nature around them broken down, splintered, or scattered with trash... kids learn anger because they learn it gets them attention. But that's another tangent entirely...
Okay, how's this. If a place of learning is to be an oasis for the mind and the spirit, it simply doesn't do, to have each person hand carry a bucket of water from a faraway place. Or to "start an oasis" with bulldozers...
There's no meaning behind what I was teaching. It's all been drills of some kind or another, mental calisthenics maybe. Not that that's a bad thing... But all calisthenics and no... what? using the muscles you've built for something useful? No learning how to play a new game, or ride a unicycle or swing from a trapeze or climb a rope?
argh.
just my quick note here.
*is tired and frustrated, and missing the kids already*
and to start losing my heart.
*sigh*
is it too "egotistical" or too arrogant, to think, "they need me"?
But I don't think I could teach full time in that school, not with what I know already... not with Waldorf workings in my spirit... my head, my art, my intention...
Jeff is bothered by public spaces that have too much "ping"... it's an auditory thing. These public schools have a literal AND a figurative ping... Sharp edges, no pride, hard surfaces, much of the nature around them broken down, splintered, or scattered with trash... kids learn anger because they learn it gets them attention. But that's another tangent entirely...
Okay, how's this. If a place of learning is to be an oasis for the mind and the spirit, it simply doesn't do, to have each person hand carry a bucket of water from a faraway place. Or to "start an oasis" with bulldozers...
There's no meaning behind what I was teaching. It's all been drills of some kind or another, mental calisthenics maybe. Not that that's a bad thing... But all calisthenics and no... what? using the muscles you've built for something useful? No learning how to play a new game, or ride a unicycle or swing from a trapeze or climb a rope?
argh.
just my quick note here.
*is tired and frustrated, and missing the kids already*
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this is why I think there needs to be a deep change, a foundation-level change. The assumptions are so deep, and don't address the INDIVIDUAL. Generally speaking. Oh there's laws that require IEP's and 504's, and that teachers must follow those plans once instituted, but ARGH it's like I can see the emperor has no clothes and I just want to shout about it, tell the whole world, so every body knows!
and yeah, "traditional" != bad or wrong or even broken. There's lots of amazing ways to teach and to learn that could/should be implemented today. I'm very fond of the apprentice-style teaching technique, for example. It's just quite labor intensive for the master teacher, not that that is bad, but again, it's not how things are currently done and remunerated.
What places can you see in the system where you think changes could be made, more along the lines of empowering each student to become the best, most balanced/well-rounded human being they could be?