Once I developed my belief statements, the next step was to align with my classroom practices. I looked closely at everything I did; I looked closely at everything I asked kids to do. From the beginning strains of the song "Oh What a Beautiful Morning" at the start of the day through the final chorus of "Happy Trails to You" at day's end, everything came under scrutiny. Nothing was sacred.I'm not looking to rewrite Teaching With Intention, Debbie Miller did an excellent job the first time. I am, however, always working to do what is best for the students who call my classroom their "home away from home" for nine months of the year. I am also not afraid to be honest about what I know and don't know. Since moving to fourth grade almost three years ago, I've tended to feel like "all I know is that I know nothing" more often than not. It's my hope that by reflecting on my daily practices I will truly be "teaching with intention."
I'd ask myself questions about my practice: Where's the evidence of this belief in the classroom? What kinds of things should I be seeing, hearing, doing to support this belief? Where does this practice fit into what I say I value? What studies support this practice?
18 February 2009
How do my beliefs and practices line up?
As I've mentioned before, I began this blog as a result of a book study of Teaching With Intention. It was my purpose to look closely at what I believed and ask why I believed it. My goal for the coming months is to pick apart and analyze what I do in my classroom on a daily basis. As Debbie Miller writes:
Posted by Kip Holland-Anderson