Teaching the Whole Child
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What is human nature?
What drives our actions?
What lens can we use to give us a proactive vision of life and children?
What roles can teachers adopt to advance student motivation and learning?
As we establish a personal sense of what it means to be human and the value
of children to themselves and our future, we look more critically at the
role of schools and the blending of our understanding of children, how they
learn, what they need and what that suggests about best practice.
These directly impact our expectations of teachers. Since there are many
stake holders in education and child care, this complicates education. As
a teacher enters the business of instruction, there are hidden and open
messages about how to best serve society, the community, parents, administration,
the students and self. [Does this ordering of stake holders say anything?]
A competent teacher learns to recognize, value and juggle these expectations,
and feels empowered to make decisions about teaching. The teacher who does
not recognize and address this part of teaching still has the strings attached,
but may not be able to make informed choices or act freely on ethical dilemmas.
How do you feel in your current position?
A puppet master
|Draw your own image
Recognizing our own feelings about teaching is part of our own personal
development. It affects the satisfaction we have in a job or dedication,
helps us to visualize what we believe and thus helps us determine what we
hope to achieve and how we will measure our successes.
Seeing our own level of development is also a powerful tool in understanding
student development. Human development and teaching are "nested".
In fact, it's almost the old chicken or egg question.
Do we teach children based on knowing their developmental stages and needs
. . .
do students' developmental abilities and needs eventually force us to teach
what they can learn?
Read or review the chapters on development. Review the PEPSI
charts that provide a summary of the development process for the age group
you choose or that represent the students you teach. Develop three mini
essays that speak to teaching as addressing the whole child rather than
being a solitary pursuit of cognitive achievement.
E-mail J'Anne Ellsworth at Janne.Ellsworth@nau.edu
Course developed by J'Anne
Copyright © 1999
Northern Arizona University
ALL RIGHTS RESERVED