? Chapter 1 Teachers' Mentality
When I opened the first chapter, I was attracted by a passage in the article: for 30 years, I have tried my best to explore teaching skills, and every class I have attended has been like this; I have an ancient and profound communication with my students, which is called face-to-face education. Although I can cope with the teaching skills I have mastered, skills alone are not enough. In face-to-face communication with students, the only resources I can improvise are: my own identity, my personality and the consciousness of "I" as a teacher-if I don't have this consciousness, I won't realize the status of the learner "you". Therefore, Parker Parr's default is that really good teaching cannot be degraded to the technical level, and really good teaching comes from teachers' own recognition and integrity. So, what is self-identity and honesty? Parker Parr acquiesced that "self-identity lies in the convergence of many different forces that make up my life" and that "self-integrity is related to the way these forces unite, so that I can be fully coordinated and full of vitality instead of falling apart."
Chapter II Culture of Fear
Mr. Palmer said, "I will always be afraid, but I don't have to be in fear-because there is still room for my expression and action in my inner world landscape." I think what I'm talking about here is to face my true self and treat my fears sincerely, instead of hiding or escaping my fears in other ways.
? Teachers often complain about how difficult it is to teach students now, and students are not as good as each other. Parker Palmer also talked about this in his book, which seems to be a worldwide problem. He also pointed out the crux of the problem: "In any troubled profession, blaming the parties is a common defense means, and these cliches conveniently reduce all the responsibility of our team's student problems-or the responsibility of solving problems." This paper uses an image metaphor to explain the irrationality of this view.
When teachers enter students, it doesn't mean that teachers should gain the recognition and love of students, and take it as the motivation of their work. Teachers can put themselves in the students' shoes. It is normal for students to like it, but teachers can't cater to students in order to gain their recognition and love. "It makes me cater to students and makes me lose my dignity and my way." Teachers go into students to help them understand their identity and integrity, that is, to help them improve their lives and integrity. "The diagnostic methods we use make us ignore our weaknesses and incompetence by blaming the victims", so the fundamental purpose of helping students is not to be recognized and liked by students. At most, it is an added value, which is obviously another level.
The article mentions "objectivism": truth is something that can only be obtained by separating ourselves, our bodies and minds from what we want to know. Looking back on my work and life, I sometimes feel like an out-and-out outsider, which may be related to my inherent thoughts. Sometimes I stubbornly believe that the development of things will follow their own laws, and it is human nature to be powerless. It is this kind of thinking that separates my body and mind from what I want to know, and then we drift away, and I begin to become closed and conservative, afraid or unwilling to touch the problems that originally required my participation in solving. I watched from a distance, full of disappointment and helplessness. In fact, I should try to go in, understand it, and then work hard to change. Even without a turning point, I rediscovered myself from it. Yes, that's what you should do. Let me put it into practice!
? The third chapter is the hidden whole-the paradox of teaching and learning.
Parker Palmer quoted a poem at the beginning:
Everything visible
All inclusive
Invisible abundance
low light level
Humble and nameless
Implicit integrity
This wonderful and harmonious beauty is concentrated and complete.
It is wisdom and the mother of all things.
It is the spirit of creation.
I think the author wants to tell readers how happy and beautiful it is to realize the integrity of things through this poem. However, the idea and practice of splitting the integrity of things, after all, is destructive of harmony, with the pain of tearing.
Returning to the paradox of teaching and learning, the author summarizes six paradoxes, namely, there are boundaries and openness; Happy and nervous; Encourage individuals to express their opinions and welcome the opinions of groups; Respect students' short stories and attach importance to storytelling related to traditions and principles; Support both solitude and collective wisdom; It is both silent and controversial.
The fourth chapter * * * the same body.
Quality-oriented education has always focused on the process rather than the finished product. Quality education will produce teaching as a knowledge creator, and gain insight into whether other people's opinions are correct. However, when the market model of * * * education (the model of * * * and the model of treatment and citizenship) assumes that customers are always right, no matter how appropriate the ethical standards of accountability are, the original intention of quality education cannot be realized. The real feature of * * * co-writing is embodied in this proposition, and the reality is the network of * * * and contact. Only when we exist in this kind of * * * and contact can we know the reality.
True * * * isomorphism represents completely different cognition. In the real isomorphism of * * *, just like real life, there is no pure knowledge object and no absolute authority.
The real isomorphism of * * * is actually a lot of isomorphism of * * *, which is distributed in a vast space and constantly changes with the passage of time. When we try to understand the real theme of * * * (such as the core issues in the classroom), we begin various complicated forms of communication: sharing observations and explanations, correcting and supplementing each other, separating for a period of time because of seriousness, and then combining because of reaching * * * knowledge. True * * * identity is definitely not linear, static and hierarchical, but cyclic, interactive and dynamic. If the effect is good, the real identity is to promote our cognition through argument, not competition. In this process, everyone may become a winner in the process of learning and growth.
Chapter V Same-body Teaching
? In the fifth chapter of Courage of Teaching, teaching and * * *, there is a passage: "The classroom should not be teacher-centered, nor should it be student-centered, but should be subject-centered. In the true * * * isomorphic mode, both teachers and classmates focus on a great thing at the same time. In such a class, let the subject-not the teachers and students-become the focus of our attention. Parker Palmer talks a lot. The teacher's spoon-feeding is out of date, and the student's spoon-feeding is even more absurd. Only teachers and students focus on a great thing, and only a harmonious and detached classroom with the best materials for teachers and students is the most beautiful classroom. Great things make perfect learning and wonderful classes for students, teachers and subjects.
However, in our actual teaching, teachers still talk more. Or it is full of things that we don't have the courage to pursue greatness, and we don't have the courage to build a learning body based on greatness. When students' speeches are far from the point, we are afraid that we can't finish the teaching task, and fear separates us from students and subjects. So the teacher intervened and ended the class in a panic and confusion, ignoring the students' spiritual feelings and "big things" and letting "true knowledge" stand awkwardly outside the classroom door. Either the students speak, the teacher is at a loss and blindly affirms. Let the truth wander outside the classroom and let the new knowledge stand still in the books. Where is the courage to teach? Ask yourself, at this time, we need to call for the return of the soul and seek the existence of the same body together. Yes, you should have the courage to create the best learning experience.
Chapter VI Same-body Learning
At the beginning of the sixth chapter, Palmer quotes a poem by White: "The greatest benefit of sadness," Merlin replied ... is to learn from it.
This is absolutely effective. You may be so old that you are shaking all over. You may listen to your disordered blood vessels all night ... you may see that the world around you has been ravaged beyond recognition by evil lunatics, and there is only one thing to deal with-learning.
Understand why the world is so vicissitudes and what makes it change.
Only learning can make your mind never tired, never isolated, never tortured, never afraid or suspicious, and never have the idea of regret. Learning this thing suits you best. "
Every time I read this, I am very moved and full of strength at once. Yes, only by studying can our thinking never be exhausted, never be isolated, never be tortured, never fear or doubt, and never think of regret. Although this is a poetic language, I have to admire White's insight and appreciate Palmer's reference to teaching courage. I was lucky enough to read this poem because of his quotation.
? Chapter VII Education Reform
In the seventh chapter of this book, I think the author is trying to point out the way out for us. In short, it is: teaching with hope and living a teacher's life that is no longer separated. We can't change the environment, we can control it ourselves. When we are immersed in complaints, and even have "resentment" because of complaints, it is a negative attitude and is not conducive to our own development. If we want to develop, we must have hope. With hope, we can see holiness and respect. Quotations say: "In our eyes, when nothing is sacred and unworthy of respect, we can only achieve mediocrity at most."
And how to "no longer separate"! The author tries to tell us that we should change from ourselves by extracting the four stages of the essential characteristics of general movement.
The first stage: we should have a basic understanding that the punishment imposed on us by anyone is nothing more than our self-punishment in the compromise of self-extinction.
Environment can make us unhappy, but we must first know who we are. What do I work for? As the author said: "People stand at the crossroads of choice: either let themselves wither all the time, or insist on calling for self-identity and self-integrity as the source of a better life and excellent teaching, and must make a choice between the two." Withering or development is a problem, and the key lies in yourself. The process of being immersed in complaining about the external environment is the process of self-withering.
? The second stage: form a like-minded body.
Lonely people seem to feel lonely because you dare not or don't express loneliness. Inner loneliness is a kind of closed loneliness. Of course, many times we are afraid of expression, because it often leads to accusations. If you don't have the endurance to be accused, you can't have the courage to express yourself. Positive expression and courage to express is the first step to form a like-minded body.
The third stage: listing.
No change can become a flower in a greenhouse. We must go to the public to accept the test and make timely adjustments through feedback during the test. Improve your identity and integrity in the test of practice. Going to the public is an open mind.
? The fourth stage: the basic understanding should be like this. What anyone can offer in return is not as good as what they get in return according to their real life.
? Happiness is everyone's lifelong pursuit, and happiness is subjective. His happiness may be a kind of pain for you, but his pain may be happiness for you. The key lies in your own pursuit.
Walking into Palmer's inner world, we can walk into teaching courage, which is what every teacher needs. I deeply realized the importance of teaching courage. Every teacher needs teaching courage. Through the help of * * * the same body, forge self-identity and self-integrity, and enhance the courage in the teaching field. I hope that each of our teachers can find their own teaching courage in the future teaching career, constantly explore and think in the teaching experience, and constantly upgrade and optimize in the teaching process. Be a brave and good teacher in the new era, keep pace with the times and keep up with the teaching reform.
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