this is not a survey, but one teacher i know argued for retaining a child
and working with him in her class the second time through on the basis
that she knew him and felt that he _almost_ made it. she thought she could
best support him in continuing the agonizingly slow progress that he made
in the one year with her. if he went into some other classroom, he would
be starting from scratch again and that would put him further behind. this
was a kindergarten teacher.
at the time, i wondered how much of his success had become associated with
her sense of her own ability to teach.
phillip pointed out the conflicting ideological beliefs "about how to
treat children" and that most teachers are women.
what about the affective practices? how do teachers understand children
(as offspring? as students? as needy? as independent? codependent?)
kathie
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
start all over.
start all over.
we need to make new symbols,
make new signs,
make a new language,
with these we'll redefine the world
and start all over.
^^^^^^^^^^^^^^^^^^^^^tracy chapman:new beginning
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Katherine_Goff who-is-at ceo.cudenver.edu
http://ceo.cudenver.edu/~katherine_goff/index.html