The reading experience of the author's Teaching Courage-Walking in the Teacher's Heart is 1. At work, he gave us such a fill-in-the-blank question: "When I teach best, I am like this." The purpose is to generate and explore metaphors and images contained in our unique identity when we teach best, so as to give full play to teachers' insight and imagination. People have put forward many successful metaphors for themselves-a well-taught state is like a waterfall, a mountain climbing guide, a gardener or a weather system. Everyone's metaphor is different, because high-quality teaching comes from teachers' own recognition and integrity. And what did the author fill in the blank? Shepherd "When I teach best, I am like a shepherd." After reading these, I am also thinking about my own metaphor, but at the same time I agree with the author's metaphor, which accurately describes the spatial image of a real community of practice. "Shepherd dogs have four important functions. It maintains a space for sheep to graze and graze by themselves; It gathers sheep in that space and keeps getting lost sheep back; It protects the boundaries of space and keeps dangerous predators out; When the grass on the grazing grassland runs out, it moves with the sheep to another space where they can get the food they need. " When I teach best, I am like a sheepdog.
The teacher's task in class is equivalent to the task of a shepherd dog on the grassland-giving the sheep a space to eat grass by themselves, and the students must "feed" themselves. When they already know what they can learn in that place, the teacher must move them to the next "pasture", which is active learning and learning to learn.
There are many wonderful expositions in this book that deeply attract me. For example, several vivid cases about teaching from the micro-world are used to illustrate the power of the educational community to focus on "big things": one is the educational power generated by microteaching in medical colleges, which focuses on living and really sick patients; One is the micro-teaching of social research, a dialogue process to explore the concept of race, so as to illustrate the benefits of allowing learners to "connect points" to construct experiences.
The book also introduces the technical means to maintain the open learning space. In the first and fifth chapters, the author is a tutor with great teaching charm and unique temperament, a tutor who deeply loves his subject, students and teaching, and hopes that students can also know this subject ... There are many places in the book worth stopping.
Teacher's courage-walking the teacher's heart II. The author of "Teaching Courage —— Entering Teachers' Hearts" is Parker Palmer, a famous American educator. In fact, I paid attention to this book several years ago, but it was boring at first glance, and I didn't have the courage to read it after all. This time, on the one hand, because of "completing the task" and on the other hand, because a colleague spoke highly of this book, he summoned up the courage to make a reading trip.
"I am a careful teacher. Sometimes I can't help being happy in the classroom. Really, when my students and I discover unknown areas that can be explored, when we show a scene with a winding path and a bright future, and when our experience is illuminated by life inspiration from the heart, then teaching is really the best job in the world I know. " This is a passage in the introduction of this book. What a shock! Why do some teachers have this wonderful enjoyment? As the author said, because teaching is a complicated job, there is a third reason to explain the complexity of teaching besides subjects and students, and that is "we teach ourselves to know ourselves".
"Really good teaching can't be reduced to the technical level. Really good teaching comes from the teacher's own recognition and integrity. " Teaching provides a mirror for the soul, in which intelligence, emotion and spirit can be ignored. If teachers lack love for life and desire for work, especially for teaching, then even the best teaching technology is just a bunch of lifeless tools. In reality, such examples abound. We are very concerned about teachers' professional development, and we have adopted many methods and means, such as lecture training, teaching observation, practical reflection, and keeping a diary to do cases. We are very busy, but the results are minimal. The reason may be that sometimes teachers are "forced by external pressure", lack a need for self-improvement and self-realization, and have a strong desire for teaching from the heart.
Later, I walked into the classroom with gratitude, grateful for the opportunity to teach, because teaching nourishes my soul, and teaching is the most beneficial to my soul in any job I know. "The author regards teaching as chicken soup that nourishes teachers' minds, and teaching is an endless encounter. He combines himself with students and disciplines, weaving life and weaving the community structure needed for study and life.
Teaching courage-walking in the teacher's heart 3 Like any real human activity, teaching, whether good or bad, comes from the inner world.
I project my soul state, my theme and the way we live together into the hearts of students. The tangle I experienced in class only reflected the tangle of my inner life.
From this perspective, teaching provides a mirror for the mind. If I am willing to look directly into the mirror of my soul and not avoid what I see, I will have the opportunity to gain knowledge about myself-and as far as excellent teaching is concerned, knowing myself is as important as the students and subjects who know it.
Really good teaching cannot be reduced to the technical level. Really good teaching comes from teachers' self-identity and self-integrity.
Self-identity refers to a developmental connection, in which all the forces in my life converge into a mysterious self: my genetic composition, the personality of my parents who gave me life; I grew up in a cultural environment, with people who supported me and people who hurt me. I have done things that are good or bad for others, love experiences, painful feelings-there are many, many more.
In this complex field, self-identity is the intersection of my own internal and external strength, and all these things are constantly converging in the eternal mystery of becoming a person.
Self-integrity, that is to say, I am a whole under any circumstances, which can be found in the internal connection when I form and reshape my life pattern in a certain direction.
Self-identity lies in the convergence of many different forces that make up my life, and my integrity is related to the way these forces combine, which makes me complete, coordinated and full of vitality, rather than falling apart and lifeless.
A good teacher has the ability to combine. They can weave themselves, their subjects and their students into a complex network, so that students can learn to weave their own world. The alliance formed by good teachers lies not in their methods, but in their hearts-here, the heart takes its ancient meaning and is the place where intelligence, emotion, spirit and will merge in human beings.
Remembering who you are is to put all your body and mind back to the standard, restore your identity and integrity, and regain the integrity of life. When we forget who we are, we lose more than just some information. We disintegrate ourselves, which is followed by sad political consequences, sad work consequences and sad spiritual consequences.
In those cultures that sometimes equate work with suffering, the symbol of advocating the best connotation of occupation is deep pleasure, which is a revolution-and a real revolution. If a job is what I really want to do in my heart, I will still enjoy it despite several days of hard work and difficulties. Even these difficult days will eventually make my life full and happy, because this is my real job, and all kinds of problems in it just help me grow.
The teacher's heart is not the call of conscience, but the cry of self-identity and self-integrity.
Deep inside resonates with deep inside. If we can't make our deep voices, of course we can't hear the students' deep voices.
When I recall my identity and integrity, when I recall my personality and my sense of responsibility, my prestige is established. At this time, teaching can come from my own true heart-this is a truth that has the opportunity to get tacit response and resonance in students' hearts.
Any system or culture, if it does not encourage teachers to give full play to their unique advantages and interact deeply with students' lives in a state of self-identity and self-integrity, but always tries to raise themselves to external standards, will probably suppress teachers' unique creative potential, exhaust teachers' spiritual world as the fundamental source of excellent teaching, and correspondingly lead students to eat more complete sets of knowledge concepts alive, but lack spiritual nourishment and life enlightenment.
Education urgently needs to find the teacher's true self, and students urgently need to bathe the integrity and integrity of the teacher's mind. Teachers need to revive the courage to open their hearts through the strong life of students, draw the source of growth from the success or failure of teaching, and weave the teacher's self, the subjects taught and the students into a complex network.
As the saying goes, water can carry a boat and also overturn it. Any educational reform or curriculum reform that is divorced from the exertion of teachers' spiritual energy cannot succeed. The only way out for any educational reform or curriculum reform to succeed is to create conditions for teachers to show the essence of their lives in relevant teaching activities.
Teaching courage-mind-wandering teacher's mind reading experience 4 I feel that I have always been a confident person, but since I worked, I have gradually lost confidence and courage in teaching, and I have experienced great pain and fear in my heart, so when I saw the four characters of "teaching courage", I chose this book without hesitation. This is a book that confronts those painful hearts entangled in fear. Palmer is an honest man who dares to dissect himself. In this book, he discusses the causes of fear and how to get out of fear and gain real courage to face his career and regain his professional happiness.
The author Parker Palmer puts forward in the introduction: "This book is suitable for these teachers: they experience happy and painful days, and their pain only comes from their love, because they love students, learning and teaching." I think the author thinks that only a teacher who loves his career can read this book to resonate with him.
I remember being warm, patient and friendly to students when I first joined the work. I really get along well with the students and become their bosom friends. Up to now, when those students saw me, they often talked about the happy time of our teachers and students.
At that time, when I saw some teachers in the office yelling at students at every turn, I often felt wronged for the students and often wondered how not to be nice to them. But I don't know when I started, and I gradually lost patience with my students. Although I have always wanted to talk to students and play with them, I always feel that I have no time and have less and less communication with students, but I always feel busy every day.
I often worry about teaching, because I can't find a suitable starting point when designing teaching, because I can't arouse all students' enthusiasm for learning in class, because I can't give quick and wise guidance when teaching, but I can't see the corresponding effect for painstaking education. ...
Fortunately, I came across this book. Nice to meet Palmer's teaching courage-walking in the teacher's heart. Seeing that the author interprets teachers, teaching and education from the perspective of paying attention to teachers' hearts makes me suddenly enlightened.
Palmer told me that the core issue is "self-knowledge", that is, self-identity and self-integrity. He said, "When I don't know myself, I don't know who my students are. ..... when I don't know myself, I can't understand my theme. " Excellent teaching needs teachers' inner world resources, so we should explore teachers' inner world. This is Palmer's unique vision, a new perspective.
In the process of reading the book "Teaching Courage" repeatedly, I keep making new discoveries and am moved by the rich resources of this book. I will continue to read and discover, and I hope more friends will explore the treasure and share this wonderful educational classic.
Teaching courage-walking in the teacher's mind reading experience 5 As a teacher, I have been making unremitting efforts to be a competent and excellent teacher, thinking that as long as my grades improve, class management is a competent teacher and an excellent teacher. After reading the book Teaching Courage, my heart was shocked, as if a pedestrian groping in the dark saw a lighthouse; My heart was suddenly enlightened, and some sleeping educational trifles suddenly woke up. Some puzzles before and now can also be found here, because the courage in teaching has given me a brand-new perspective to examine the most authentic "teacher's heart."
Teaching Courage-Walking in Teachers' Heart is a book full of wisdom and rationality. The author describes his personal psychological experience and his understanding of other teachers in his work, and faces the painful spiritual experience that he fears and entangles in teaching. Palmer tells us that "knowing yourself" is the core issue. He said, "When I don't know myself, I don't know who my students are. ..... when I don't know myself, I can't understand my theme. " Palmer led us on a spiritual journey and helped us establish a common understanding of teaching. The teacher's heart contains knowledge, emotion, spirit and will, and education is the process of leading students to a spiritual journey. This is Palmer's unique vision, a brand-new perspective. He led me to examine my heart and found the fulcrum of my teaching courage.
First of all, spiritual integration comes from love.
When our passion is gradually swallowed up by tedious work, dull life and the pressure of work; When we look at ourselves again, we can't help but feel a little strange. How can I find my heart in teaching? How to dedicate your heart to students? Can we, like some excellent teachers, dedicate our love to our children, teach attentively and inject fresh emotions into teaching? In the book Teaching Courage-Walking in Teachers' Heart, Palmer led me on a spiritual journey. He believes that good teaching does not lie in the proficiency of teaching skills, but the real good teaching stems from the excellent quality of teachers' integrity and honesty, which requires teachers to have broad love. An unloving teacher, no matter how skilled he is, I don't think he can teach his students well.
Bing Xin said: "There is not a flower in the world that is not beautiful, and there is not a child that is not lovely." Teachers are engineers who shape the human soul. He should have strict requirements like "strict father" and careful care like "motherly heart". Teachers' love can make people with low self-esteem, make backward people progress, let pessimistic people see hope and let indifferent people ignite passion. In teaching, if our teachers give students more love, more encouragement and are good at discovering their "bright spots", then they will definitely take the initiative to devote themselves to learning, and the learning efficiency is self-evident.
Teaching courage-the mind-reading experience of walking teachers 6. The Courage of Education-Entering Teachers' Hearts is a book recommended by the Center for us to read in the summer vacation. The author is Parker Palmer, a famous American educator, translated by Wu Guozhen and Yu Wei of Beijing Normal University, and is one of the "Great Summer Series-Excellent Translation Series for Teacher Education".
In fact, I paid attention to this book a few years ago, but I felt rough at first glance and didn't have the courage to read it after all. This time, on the one hand, out of "completing the task", and on the other hand, because of director Xiao's incomparable admiration for this book, he finally got up the courage and embarked on a reading journey with a little curiosity.
Italian writer Calvino once gave several definitions to classic works, two of which I think are in place. He said that a classic book is a book that you feel like rereading the first time you read it. You have the feeling of revisiting it, as if you had read it before. Why? Because the problem it talks about is the problem you care about, the problem in your own soul, and you are familiar with this problem. He added that a classic book is a book you reread, just like the first time you read it. No matter how many times you read it, there is freshness, new discoveries and new gains. Why? Because it is unique and open, its uniqueness is constantly displayed in front of your eyes, constantly communicating with you and talking to you.
To tell the truth, it is not difficult to understand this book. Due to the habits and expressions of foreign authors, some sentences and paragraphs in the article are really obscure, so you need to calm down and read without distractions. Sometimes a paragraph or a chapter needs to be repeated several times. But when you are immersed in it, you often feel "there is no doubt that there is no way out, there is another village". After a rough experience, your eyes will be suddenly enlightened, your thoughts will echo it, and your heart will resonate with it. I read this book intensively and was moved again and again by the author's description of "teaching from the heart". I have sorted out a little messy thoughts in my mind, and I am familiar with many places. I followed it and gradually entered the territory where few people set foot-"teacher self". I think, judging from Calvino's classic logo, this book is absolutely classic, but it's a pity that I missed it these years. Really good teaching cannot be reduced to the technical level. "I am a dedicated teacher. Sometimes I can't help being happy in the classroom. Really, when my students and I discover unknown areas that can be explored, when we show a scene with a winding path and a bright future, and when our experience is illuminated by life inspiration from the heart, then teaching is really the best job in the world I know. " This is a passage in the introduction of this book, how shocking! Why do some teachers have this wonderful enjoyment? As the author said, because teaching is a complicated job, there is a third reason to explain the complexity of teaching besides subjects and students, and that is "we teach ourselves to know ourselves". "Really good teaching can't be reduced to the technical level. Really good teaching comes from the teacher's own recognition and integrity. "
Teaching provides a mirror for the soul, in which intelligence, emotion and spirit can be ignored. If teachers lack love for life and desire for work, especially for teaching, then even the best teaching technology is just a bunch of lifeless tools. In reality, such examples abound. We are very concerned about teachers' professional development, and we have adopted many methods and means, such as lecture training, teaching observation, practical reflection, and keeping a diary to do cases. We are very busy, but the results are minimal. The reason may be that sometimes teachers are "forced by external pressure", lack a need for self-improvement and self-realization, and have a strong desire for teaching from the heart.
"That day, I walked into the classroom with gratitude, grateful for the opportunity to teach, because teaching nourishes my soul, and teaching is the most beneficial to my soul in any job I know." The author regards teaching as chicken soup that nourishes teachers' souls, and teaching is an endless encounter. He combines himself with students and disciplines, weaving life and weaving the community structure needed for study and life.
Teaching courage-walking in teachers' hearts 7. Full of teachers' persistence, I read the book Teaching Courage by Professor Parker Palmer, which deeply baptized my mind and shocked me by the profound wisdom and profound enlightenment that penetrated into the inner world of teachers.
As other teachers said, the content is profound and difficult to understand. I read it with the heart of trying, following the author Parker? Palmer entered the unknown field of "self" in teaching. I am more interested in the chapter on the culture of fear. Fear is what separates us from colleagues, students, subjects and ourselves. This kind of thing is happening all around us, but I didn't expect it to be a bad state for us. Palmer analyzed this fear and benefited me a lot.
As a teacher, when I let fear prevail, I am in the worst state, whether I am afraid of students in teaching or making students afraid of me. As colleagues, our relationship is often alienated by fear; Fear permeates almost all the relationships between teachers and managers; And fear is the authority and management tool in too many management tool bags.
Why are students afraid? Why is it strange that they would rather remain silent in class than risk being accused? Their silence is not due to natural stupidity or mediocrity, but a desire to protect their own survival. This is a silence driven by fear of the adult world, in which they feel alienated and powerless.
Why do we have so many difficulties in understanding the real state of students? Why is it that the way we diagnose students' state is terrible and leads to the rigidity of teaching mode? Why can't we see their inner fears, try to help them overcome them, but blame their ignorance and mediocrity?
Facing the fear of learning, if I want to teach a good book, I need to see the fear in their hearts unequivocally. It's not easy, but it's worth it. When I begin to understand students' fears gradually, I can make my teaching develop in a new direction. I no longer regard students as ignorant, and I no longer evaluate students inaccurately and selfishly. On the contrary, I sympathize with their fear and devote myself to teaching. Moreover, when I can do this, students' minds can grow healthily.
Now I understand what Morton said: One of our most important tasks now is to "listen to people". Behind the fear and silence, our students want to find their own voices and let them be heard. A good teacher can listen to the voices that the students haven't even said-so that one day the students can speak truly and confidently.
What does it mean to listen to students' voices? It means constantly containing others, caring for others, caring for others and respecting others; It means we can't rush to block the students' silence with our terrible words, and don't force them to say what we want to hear; It is to walk into the student's world with deep affection, and let him (her) regard you as a man of his word, a man who can always listen to the truth of others.
In the face of children's superficial judgment, teachers must face their students instead of turning away. In essence, they said, "There is a big generation gap between us, but no matter how wide and dangerous this generation gap is, I have a responsibility to cross it-not only because you need my help to grow up, but also because I need your insight and vitality to help me update my life."