The Continuing Development of a Veteran Teacher

Schools ◽  
2021 ◽  
Vol 18 (2) ◽  
pp. 273-284
Author(s):  
Chaya R. Gorsetman
Keyword(s):  
Veteran Teacher

The Structure and Contents of the Institutio oratoria

2021 ◽  
pp. 58-79
Author(s):  
James J. Murphy
Keyword(s):  
Subject Matter ◽  
Veteran Teacher ◽  
General Readership ◽  
The Subject

This chapter offers an introduction to the Institutio oratoria for a general readership. A brief synopsis of each of the twelve books of the Institutio is followed by some observations on the structure and contents of the work. The prefatory letter to Trypho shows that Quintilian wrote the work for his friend Marcus Vitorius Marcellus and his son, and later decided to send it for publication to Trypho. Though written in segments, the work was carefully planned in its entirety at the outset, but it was not intended as an exhaustive treatment of the subject matter. Quintilian probably used writing tablets before a scribe transferred the text to papyrus rolls. Quintilian used different methods for treating his subject, according to whether he wrote as a veteran teacher, as an experienced legal pleader, or as a historian and theorist of rhetoric. He aimed at a varied group of audiences: teachers of rhetoric, their pupils, and the educated elite of Rome.

Teaching How Language Reveals Character

2007 ◽  
Vol 77 (2) ◽  
pp. 187-203 ◽  
Author(s):  
MARGARET METZGER
Keyword(s):  
Entry Point ◽  
Literary Texts ◽  
Veteran Teacher ◽  
Reading And Writing ◽  
The World ◽  
Literary Characters ◽  
Analytic Skills ◽  
Additional Reading

In this Voices Inside Schools essay, a veteran teacher shares her reflections on a classroom unit entitled "How Language Reveals Character." The goal of the unit is to help adolescents read and write critically through an exploration of literary characters' language. Beginning by drawing on adolescents' fascination with one another, Metzger first asks students to analyze the language of their peers as an entry point to thinking about how language and character may be connected. The unit then moves on to ask students to transfer their analytic skills to the world of fiction and how language reveals character in literary texts. Metzger focuses on life inside her classroom, how the unit is taught, how students respond, and how teachers can expand on the concepts of language and character through additional reading and writing activities.

My Inversion Conversion

2017 ◽  
pp. 91-110
Author(s):  
Erica L. Speaks
Keyword(s):  
Empirical Evidence ◽  
Classroom Instruction ◽  
Student Assessment ◽  
Flipped Learning ◽  
Veteran Teacher ◽  
Flipped Instruction ◽  
School Access ◽  
Instructional Tasks ◽  
The Impact

This chapter, authored by a 17-year veteran teacher, approaches flipped instruction using empirical evidence from experience and observation within the classroom. Included are perspectives from the author's students on flipped instruction, as well as advice on pragmatic issues, such as where to first start with flipping instruction and how to manage outside-of-school access issues for students. It explores the impact on both classroom instruction and student assessment. Suggestions are offered on how to approach traditional instructional tasks with the flipped method in mind. This chapter concludes with a flip-related glossary of technology terms and tools. Educational practitioners can extrapolate from this “in the trenches” perspective to inform and enhance their own circumstances with regard to flipped learning.

From the Classroom: A Lesson on Logical Necessity

2006 ◽  
Vol 13 (1) ◽  
pp. 46-49
Author(s):  
Thomas C. O'Brien ◽  
Christine Wallach
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Fifth Graders ◽  
Logical Necessity ◽  
Teaching For Understanding ◽  
Veteran Teacher ◽  
University Professor ◽  
One Year

This article provides a glimpse into the work of fifth graders (ages 10–11) on a problem involving logical necessity. The research was part of a one-year collaboration between a university professor and his former student, a veteran teacher of twenty-plus years' experience, in an independent midwestern elementary school. The school's curriculum focuses on “teaching for understanding,” and problem solving plays an important role throughout the pupils' experiences. This is one of a series of reports on the various activities that resulted from this collaboration.

scholarly journals Teacher’s Working Condition and Hybrid Teaching Environment – A Narrative Case Study

2021 ◽  
Vol 9 (6) ◽  
pp. 160-175
Author(s):  
Neha Anand ◽  
Abbey Bachmann
Keyword(s):  
Lived Experiences ◽  
Research Question ◽  
Relevant Literature ◽  
The United States ◽  
Everyday Functioning ◽  
Veteran Teacher ◽  
Online Teachers ◽  
Narrative Study ◽  
Hybrid Teaching ◽  
Virtual Platform

Since the onset of the COVID-19 pandemic, the entire system of education around the world is living each day under rapid experimentation to grapple with unforeseen challenges. The event of the COVID-19 pandemic has not only impacted a student’s track of learning but also disrupted the everyday functioning of schools. In the case of the United States, since the beginning of March 2020, when schools were pushed into remote learning options, most teachers had minimal training and resources to teach online. Teachers faced technological challenges and suffered a severe lack of pedagogical knowledge to engage students in an online platform. The overnight switch of face-to-face to remote teaching has added to existing teacher workloads, including accommodating student learning and engagement on the virtual platform. The narrative study considers the experiences of Ally, a veteran teacher, who experienced doubts about her sense of confidence as a teacher with the overnight change of instructional formats. Qualitative analysis was conducted from two interviews, 12 written reflections, and observation notes. Following a review of relevant literature, we report the narrative account of this teacher’s lived experiences. Next, we present suggestions and implications for research and practice while addressing the following research question: What were the lived experiences of a veteran teacher while pursuing a hybrid teaching instruction format, in both the traditional and online delivery format?

scholarly journals ‘Just like breathing’: A portrait of an 85-year-old veteran teacher

2021 ◽  
pp. 1-16
Author(s):  
Christina Gray ◽  
Geoffrey M. Lowe ◽  
Peter F. Prout ◽  
Sarah Jefferson
Keyword(s):  
Veteran Teacher

Picture This: Reflections of a Veteran Teacher

1996 ◽  
Vol 85 (5) ◽  
pp. 31 ◽  
Author(s):  
Arti Mader
Keyword(s):  
Veteran Teacher
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