Name of project - One World, Many Teachers: A Classroom Resource for Primary Teachers
Project topics - comparative pedagogy, teacher preparation, international teacher collaboration
Introduction - I have wanted to read this book since 2003 when I obtained my teaching credential, and have wanted to write this book since 2007 when I returned from teaching in Japan. I came to New York in 2009 --to Columbia University's Teachers College -- partly because I assumed that an intensive masters course in Comparative and International Education would be an education in comparative pedagogy, and would allow me to produce a book about international teaching methodologies for the primary classroom. And it has taken me years to realize that, no matter how much I prepare, I can’t do this alone.
Introduction - I have wanted to read this book since 2003 when I obtained my teaching credential, and have wanted to write this book since 2007 when I returned from teaching in Japan. I came to New York in 2009 --to Columbia University's Teachers College -- partly because I assumed that an intensive masters course in Comparative and International Education would be an education in comparative pedagogy, and would allow me to produce a book about international teaching methodologies for the primary classroom. And it has taken me years to realize that, no matter how much I prepare, I can’t do this alone.
Please take a minute to read the following questions and answers, and if you or someone you know may be willing to volunteer, jump in and join me.
What is your project?
I am writing a book for K-2 teachers who want to peek into K-2 classrooms around the world and learn how teachers in other countries are setting up their classroom furniture, organizing their daily routines, conducting morning and afternoon procedures, creating systems of discipline -- in other words, solving the daily problems of a working classroom. With concrete examples and teacher testimonials, the book will take a globally-minded approach to classroom design by offering fresh ideas from international classrooms. Some chapters may include:
What isn’t it?
This book is not an academic text, although it will draw on strong theoretical foundations in the field of comparative education to present its findings and refine its methodology. It will be written for practitioners -- a book to read over the summer while deciding how to do things differently this year.
This project is not about best practices, nor will it attempt to present a nation-specific method of teaching. The chapter on classroom discipline, for example, will not say, “This is how teachers in Ireland discipline students” but may say, “One teacher in Ireland finds this method effective”.
This book is not a guide, but a seed catalog. Sometimes a small idea can inspire big change.
Why are you doing this?
It’s personal, of course. To learn more about my personal reasons, click on the My Story tab.
Also, teachers today have access to an unprecedented amount of open information about education; through collaboration, personal interest, and a growing demand for global citizenship in schools, and are seeking out new models by learning from teachers in other countries. Inasmuch as teachers co-construct learning in their own classrooms, I see the potential for a teacher workforce, armed with a more global perspective and greater comparative knowledge, to co-construct the global education landscape. But I’m getting ahead of myself. For now, let’s start with a questionnaire and a conversation.
Who are you looking for?
I am looking for teachers of young children --kindergarten, first, and second grades are ideal-- who have a comparative perspective. The teachers should fit one of the following descriptions:
- Organizing Your Classroom Space
- Planning Your Daily Schedule
- Discipline and Management Strategies That Work
- Morning Routines -- including in-take procedures and beginning-of-the-day activities
- Closing Routines -- including saying goodbye and end-of-the-day activities
- The Beginning and End of the School Year
- Building Classroom Community and Setting Expectations
- Using Equipment and Materials
What isn’t it?
This book is not an academic text, although it will draw on strong theoretical foundations in the field of comparative education to present its findings and refine its methodology. It will be written for practitioners -- a book to read over the summer while deciding how to do things differently this year.
This project is not about best practices, nor will it attempt to present a nation-specific method of teaching. The chapter on classroom discipline, for example, will not say, “This is how teachers in Ireland discipline students” but may say, “One teacher in Ireland finds this method effective”.
This book is not a guide, but a seed catalog. Sometimes a small idea can inspire big change.
Why are you doing this?
It’s personal, of course. To learn more about my personal reasons, click on the My Story tab.
Also, teachers today have access to an unprecedented amount of open information about education; through collaboration, personal interest, and a growing demand for global citizenship in schools, and are seeking out new models by learning from teachers in other countries. Inasmuch as teachers co-construct learning in their own classrooms, I see the potential for a teacher workforce, armed with a more global perspective and greater comparative knowledge, to co-construct the global education landscape. But I’m getting ahead of myself. For now, let’s start with a questionnaire and a conversation.
Who are you looking for?
I am looking for teachers of young children --kindergarten, first, and second grades are ideal-- who have a comparative perspective. The teachers should fit one of the following descriptions:
- Currently teaching or previously taught K-2 in a country outside the U.S.
- Currently teaching K-2 in the U.S., but with teaching experience in another country
- Any experience teaching K-2 in multiple countries
- Trained as a teacher in a non-U.S. country
The confidentiality and time considerations of all volunteers will be honored.
Where is this happening?
All over the world, teachers are getting involved in online networks of international collaboration. Join the party, and step into the future of teacher education.
Where is this happening?
All over the world, teachers are getting involved in online networks of international collaboration. Join the party, and step into the future of teacher education.
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