Brad+Olsen,+ch.+2

==I like Drew's thoughts related to Olsen's idea of a teacher's learning being in constant motion. I really hope it's true for all of us, but as Drew points out, many teachers do get "stuck" at certain points and seem less eager to self-reflect and/or learn from others. The answer? Leading by example? No one wants to work in a school where there's no growth or progress, so how do we make sure there is constant motion in our learning? -Lori Q==

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BH ==

== When going through this reading, what stood out to me was the quote: "teacher learning is actually a looping or spiraling process where one negotiates among different knowledge sources....always evaluating them in relation to each other...this this process is always in motion...a teacher is always in the act of becoming." (P21 of Olsen Ch2) I like this concept of the teacher being an adaptive force in assimilating new information and knowledge. It is in line with my thinking of a student should be and since teachers are always in the unique opportunity to be both student and teacher at once, I think that this process of learning would make sense to most. Unfortunately, I think most teachers (Stateside more than overseas but there is crossover) would rather be the authority to than an adaptive resource for the students in their classes. I do not classroom teach so I am not able to talk definitively on this view. I do have it and believe it because I grew up watching and observing teachers from a unique perspective of the teacher kid. Dinner conversations were about teaching practice, curriculum coordination and teacher’s personalities, just to mention a few. Without adapting the stance that teachers are always in the act of becoming into your teaching personality, I think that teaching practices stall and get stuck on repeat. Same old tune. It’s unfortunate.Drew Vahey

Tor-Dan-Myriem-Drew Reaction to study Question 4: Do you regularly enage in conversation with colleagues and peers about theory? If, not; how can you instigate conversation around theories of learning, teaching and teacher development?

-Putting yourself in the position to learn when approaching a colleague about an issue of learning or teaching or development. -Teacher Id---about you and who you are not what you know---good teachers have the abliity to interact with people--imporant part of relating to colleagues -Who you are and what you have experianced affects the teacher you will be...taking life experience to approach colleaugues