In this space, students learn to manage themselves. Here is where we grow the humans who have the skills needed in our world. Independent work time is focused on the student, their learning, and dedicated to “el desarrollo” or the unfolding of a writer capable of critical thinking, communication, collaboration, and creativity. The writing workshop framework is time centered around this belief. We work to grow good humans by teaching them to pay attention to the world, purposefully giving each learner the necessary freedoms to put into practice the learning, experimenting, and exploration in order to grow. Lifelong abilities are cultivated and continue growing, long after students leave the classroom. In a writing workshop, we teach skills that go beyond the walls of the classroom. When we focus our classroom time on growing skills that machines cannot accomplish, we are gifting better humans to the world. The video allowed us to reflect on learning, purpose, and the urgency of growing our abilities to write, our language arts. How could I keep this urgency alive in Lily, in all my students? How could I prevent Lily and others from losing hope? How could I begin to remind her consistently of the important reasons we write? “People do know, Lily.” I tried to comfort, but I felt sure my words were not enough. The writing we have been practicing for the past three years was connected to much bigger things in our world. “Does anybody know this?… People need to know this!” she called out, suddenly realizing the significance of the message. The look on Lily’s face said it all, but the urgent plea in her voice connected somewhere deep inside my teacher soul. Implications for research and policy are discussed.“Education is a big, big challenge now… the things we teach our kids are the things of the past 200 years… “ expressed Jack Ma, in the video. Large differences in the accuracy of estimating working time exist in sub-activities (e.g., school organisation) and job characteristics (e.g., part-time versus full-time). We use results of a unique, large-scale study where 7,486 teachers kept a diary for seven days resulting in 1,250,000 hours of registered activities. By comparing estimates from survey questions and time-diaries, we argue that commonly used survey methods are prone to bias. For this reason, teacher surveys generally measure the number of hours worked.
Implications for research and policy are discussed.ĪB - How teachers spend their working time is crucial for the quality of teaching and teachers’ well-being.
N2 - How teachers spend their working time is crucial for the quality of teaching and teachers’ well-being. T1 - Teachers’ working time from time-use data: Consequences of the invalidity of survey questions for teachers, researchers, and policy
0 kommentar(er)
