Learning to Connect with Students by Connecting with Self
Saved in:
| Title: | Learning to Connect with Students by Connecting with Self |
|---|---|
| Language: | English |
| Authors: | John Burrell |
| Source: | Schools: Studies in Education. 2025 22(1):144-158. |
| Availability: | University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Grade 9 High Schools Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Teacher Student Relationship, Grade 9, Summer Programs, Study Skills, Teaching Methods, Professional Identity, Barriers |
| DOI: | 10.1086/734964 |
| ISSN: | 1550-1175 2153-0327 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1475632 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| 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. |
|---|---|
| ISSN: | 1550-1175 2153-0327 |
| DOI: | 10.1086/734964 |
