Learning to Connect with Students by Connecting with Self.
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| Title: | Learning to Connect with Students by Connecting with Self. |
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| Authors: | Burrell, John1 (AUTHOR) |
| Source: | Schools: Studies in Education. Spring2025, Vol. 22 Issue 1, p144-158. 15p. |
| Subject Terms: | *Learning, *Classroom environment, *Progressive education, *Partnerships in education, *Teacher role, *Student engagement, *Teacher educators |
| People: | Dewey, John, 1859-1952 |
| Abstract: | Drawing inspiration from Parker Palmer and John Dewey, this essay explores the author's journey of learning to connect with his ninth-grade students in a summer study skills class. Using the metaphor of an "undercarriage," the author reflects on how he strengthened his capacity to endure classroom challenges. Through experimentation with new approaches, the author discovers a "third way" between rigid control and passive acceptance, ultimately reframing his teaching identity. The author concludes that such identity work cannot be achieved in isolation but requires the support of colleagues, particularly in times of struggle. The author's experience offers insights into the challenges educators may face when striving to create more authentic and effective learning environments. [ABSTRACT FROM AUTHOR] |
| Copyright of Schools: Studies in Education is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Drawing inspiration from Parker Palmer and John Dewey, this essay explores the author's journey of learning to connect with his ninth-grade students in a summer study skills class. Using the metaphor of an "undercarriage," the author reflects on how he strengthened his capacity to endure classroom challenges. Through experimentation with new approaches, the author discovers a "third way" between rigid control and passive acceptance, ultimately reframing his teaching identity. The author concludes that such identity work cannot be achieved in isolation but requires the support of colleagues, particularly in times of struggle. The author's experience offers insights into the challenges educators may face when striving to create more authentic and effective learning environments. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 15501175 |
| DOI: | 10.1086/734964 |
