Chapter 4:
One thing that stood out to me from chapter four was " Problems tend to be a little more complicated once you start talking about them, but if we don't start talking about them we'll never discover that". The reason why I choose this specific quote is because I notice that its hard to express something that seems like a problem/issue. Many times as teachers we are faced with this, so how will you speak about something whether it is about a "challenging" student, or anything in the classroom? How will you make it easier or more comfortable to speak about issues you are faced with or forced to deal with alone?
Chapter 5:
One thing that stood out to me from chapter five was "Your powers of observation and reflection of past instances in which the child had a similar problem should serve you here". The reason why I chose this was because sometimes when I speak to my classmates from other classes, they tell me that they don't understand why we need to do observations in a classroom as fieldwork and as a requirement for the class. We don't really notice how that helps us until we are faced with a situation we have seen before. We don't go to observations simply to satisfy a requirement bu tto help us learn and grow as future teachers and expand our knowledge on how to be more efficient leaders in a classroom. You learn new things that you may want to implement in your own classroom and you might also come across things you wouldn't want to do. How has observations/fieldwork helped you?
Chapter 6:
One thing that stood out to me from chapter six was " "In kids whose communication skills are more limited, developing a rudimentary vocabulary of concerns is still the goal". This is important to me because many times by following a curriculum and wanting to cover all the material in so little time we lose focus of things that are important and can help students not only for the moment but for their future as well. Have you seen a situation where a child has difficulty communicating things, but nothing is done to help?
On chapter 6, yes I have seen a child who needs help and nothing is done, the child was just pushed aside from his classmates. And I feel that the teacher in the room wasn't helpful to him but just hurt him more by keeping him away from the classroom environment. And it was sad because in the mornings he knew that he was to go to his corner and draw all day. It was sad because there would be lots of times where he would look over to the group of students and I know he felt left out.
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