Suffice it to say that some philosophers, as well as focusing inward on the abstract philosophical issues that concern them, are drawn outwards to discuss or comment on issues that are more commonly regarded as falling within the purview of professional educators, educational researchers, policy-makers and the like.
Dru Tomlin Don't let anyone fool you. Don't let anyone tell you differently. To create an "inviting, safe, inclusive, and supportive" environment for students, desks matter. I know this fact firsthand, because one day at school could have gone very badly if it weren't for the desk arrangement in my classroom.
In fact, one singular moment for me and an eighth grader named Tim could have gone horribly wrong if I had chosen a different way to set up my desks. The head counselor had warned me about Tim the day before he arrived. It was already the middle of the first week of school when she told me, "Now, Dru, Tim is a strong-willed student and he may be a little tough, but I've gotten good reports from the reform school.
I put my hand over the folder with some trepidation, wanting to look inside this archive—this embattled history—to read about Tim and prepare myself for his arrival. But as the cold fluorescent lights buzzed above us and mingled with a growing chorus of student voices, I looked at the contents in the folder and knew there was more to Tim.
I knew Tim was going to be the kid who walked in my eighth grade English Language Arts classroom door. Sure, I was a little fearful.
I was a relatively new teacher, and I didn't want to let anybody down. But as I thought about Tim, I thought that maybe he was going to be nervous, too. He was the one who was going to walk into a brand new classroom.
He was the one who was going to carry years of bruised history like baggage before his peers—kids who had heard the truth and the rumors about him. He definitely needed a classroom environment where he could start writing a new story for himself. Fortunately, my desks and I were ready. On the morning of Tim's first day, I was running a Writer's Workshop when he walked in.
We were all seated in a large circle--no rows, chevron patterns, triads, or quad groups—as he sauntered in wearing a faded yellow t-shirt that had "NO FEAR" splashed in black letters across the front.
Immediately, his eyes stared from beneath the brim of his baseball hat, and I could tell that he wasn't quite sure where to go or, in fact, where I was. So from a student desk, I raised my hand and beckoned him over.
When he finally sat down with me, I said, "Tim? How're you doing this morning? I also added that I was going to talk to him about a meaningful time in his life, and as his writing partner, I was going to share something meaningful with him about my life.
While the rest of my students interviewed each other, I asked him some questions, he talked, and I wrote down his story. The tough, "NO FEAR" exterior started to dissolve around the narrative he wove about being at his uncle's farm over the summer where he helped deliver a calf in the morning light of the barn—as we sat in the inviting, safe, inclusive and supportive workshop circle.
Working and writing with Tim was one of my earliest lessons on the importance of physical classroom structure. At the beginning of every school year afterwards, I recalled that moment and considered the environmental decisions that would build relationships and engage students in my classroom and across my team.
When I would change desk arrangements, for instance, I would sit in those desks to see what they would see, imagine how they would feel, and get a sense of distractions they may encounter. In terms of what I would put up on the walls and on the boards and how I would arrange my desks, I also asked myself and answered the following questions:This desk structure provides teacher controland lets you put certain kids up front; however, it complicates teachers and students getting in and out of rows, and separation can inhibit student-teacher relationship-building.
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South African education structure has 3 bands-General Education,Further education&Training and Higher education. Understand Education Structure of SA. Below is an essay on "Structure of Education" from Anti Essays, your source for research papers, essays, and term paper examples.
SUPPORTING TEACHING AND LEARNING IN SCHOOLS NCFFE LEVEL 3 Assignment 1. Video: What is Toluene?
- Structure, Uses & Formula. Anyone can earn credit-by-exam regardless of age or education level. To learn more, visit our Earning Credit Page. Transferring credit to. The structure of education from early years to post-compulsory education Entitlement & provision for early years education.
As part of the every child matters agenda and the Childcare Act every child aged 3 & 4 is entitled to receive part time early years education of up to hours per week for 38 weeks of the year to ensure that they receive up to 2 years free education before reaching school age.