teaching
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Ethnic Identity Formation in Adolescents
According to one theory, there are three important phases of ethnic identity formation: a phase where ethnic identity is not explored or considered important; a phase where individuals begin to explore their ethnic roots; and a phase where ethnicity takes an important place in the individual’s self-concept. The theory argues that a strong sense of… Continue reading
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more on discipline
To continue the conversation that began with the post “mean ’til Hallowe’en,”, I wanted to point out Jose Vilson’s helpful tips on classroom management in an urban school. Regardless of the specificity of his situation, I think his ten points are great reminders for all of us. And for more thoughts on how to maintain… Continue reading
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Characteristics of Adolescent Thinking
There are four important characteristics that distinguish adolescent thinking from more mature thinking: adolescent egocentrism (intense preoccupation with one’s own feelings and lack of connection to feelings of others), imaginary audience (the belief that one is the focus of others’ thinking and attention), personal fable (the belief that no one else can possibly understand one’s… Continue reading
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Moral Reasoning and Empathic Orientation in Adolescents
Nancy Eisenberg’s model of moral development is based on the assertion that most children’s and adolescents’ moral dilemmas involve a choice between serving one’s own interests and those of others. She divides moral reasoning into four stages: hedonistic orientation (concern with one’s own pleasure), needs-oriented orientation (concern with others’ need for help), stereotyped approval-focused orientation… Continue reading
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A Little from Column A, a Little from Column B
Tell me, does this make for a good first day? Or not? 1. Before I’d even arrived at my office, a student showed up at my door and, when I turned out not to be there, asked my colleagues in the surrounding offices whether it would be worth her while to come to my class… Continue reading
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Effective Reasoning and Prior Beliefs
Klaczynski and Narasimham demonstrated in a 1998 study that if children and adolescents are presented with evidence that contradicts beliefs they already hold, they will often ignore or reject the evidence, rationalize as to its real significance, or otherwise do whatever they can to hold on to their preconceived notions. As educators, we can certainly… Continue reading
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I really do like my job. Here’s why.
1. The people in my department are totally awesome. (With a few, easily disregarded, exceptions.) 2. Even when the bookstore loses my book orders, they are so freaking nice about it that I can’t possibly get mad at them. 3. We have holidays so long that, at the end of them, I look forward to… Continue reading
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what would Bertrand Russell do?
On Education has posted an essay by Bertrand Russell that jibes with some of the ideas/questions/comments in my post on discipline and the beginning of the semester. I particularly love Russell’s final paragraph: Unfortunately, it is utterly impossible for over-worked teachers to preserve an instinctive liking for children; they are bound to come to feel… Continue reading
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Mean ’til Hallowe’en: Classroom Discipline and the First Day of the Semester
Yesterday I attended a small workshop, given by three members of my faculty, on classroom practices and strategies. It was an informal round-table discussion, in which each speaker spent about twenty minutes talking about some of the things they do to make their classroom a productive learning space. There were a lot of suggestions that… Continue reading
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learning happens here
An inspiring post on creating and fostering an optimal learning environment. Continue reading
About Me
My job is to teach people to read and write; aside from that, I like to learn things.
Classroom as Microcosm 