Through Alice's Looking Glass: Studying Ourselves To Learn More about Our Students.

Autor/inn/en	Abernathy, Tammy V.; Agey, Teresa
Titel	Through Alice's Looking Glass: Studying Ourselves To Learn More about Our Students.
Quelle	(2002), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Accommodations (Disabilities); Attitudes toward Disabilities; Cognitive Style; Grade 8; Graduate Study; Higher Education; Inservice Teacher Education; Learning Disabilities; Middle Schools; Personal Narratives; Perspective Taking; Self Evaluation (Individuals); Special Education Teachers; Teacher Attitudes; Theory Practice Relationship; Transfer of Training + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; School year 08; 8. Schuljahr; Schuljahr 08; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Learning handicap; Lernbehinderung; Middle school; Mittelschule; Mittelstufenschule; Erlebniserzählung; Zukunftsperspektive; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Theorie-Praxis-Beziehung; Training; Transfer; Ausbildung
Abstract	A teacher of a graduate course in severe learning disabilities developed a guided self-study project designed to move her students from a vocabulary-laden understanding of disability to an understanding of their students' unique and complex ways of learning. Self-study activities included learning about one's own learning style and how that affected one's teaching style; reflecting on early learning experiences; exploring motivation problems by watching a movie that was distasteful; attempting to learn something that the participant had previously failed to learn; learning that although masks may be good coping mechanisms, they inhibit learning; becoming aware of the pervasiveness of self-deprecating statements as a coping mechanism among students with disabilities; and learning a new skill with no outside instruction from a person. These activities re-sensitized the graduate students, all of whom were teachers, to what it feels like to struggle to learn and achieve, and helped them realize there is no substitute for good teaching. One graduate student adapted some of the self-study activities for use with her eighth-grade students with learning disabilities. These students learned that it was their right and responsibility to let teachers know what accommodations they need to be successful. Some of them also realized that they had a responsibility to listen intently, ask for clarification, and develop strategies for storing and retrieving information. This should help teachers see their special education students as learners and not just "problem kids." (TD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC