As each chpater unfolds I am more intrigued.
This chapter focuses on that reintegration - or re-connection - one makes. "Piecing their world back together". Making things relative to our own context. I personally think it is about defining ourselves as we go,not so much as a conclusion at the end of our educational journey.
I believe this particular AET program has done just that - allowed for the flow of new content and ideas to be a part of our real lives.
I think at times indivuals make the distinction between their personal being and "institutional" self which could which could prevent a "legitimacy" or any sense or real life application.
It is about synthesis, integration - a constant re-creation with both mentor and student - and student and their world.
Friday, July 23, 2010
Tuesday, July 13, 2010
Mentor: Chapter 5
This chapter discusses growth, again in reference to some theorists, which I found gave even MORE understanding to the theories. There were a few statements made that I would like to present, though I think what was truly the underlying message for me is that growth is not just a "quantitative increase" but also qualitative, with "adaptation and accomodation to the shifting environment".
As a teacher, these quotes have me give thought to our role.
"Growth involves the simultaneous interplay of both assimilation and accomodation as the organism adpats to its shifting environment".
"Growth is fundamentaly seated in the sense of basic trust".
"What we hear from our students depends on what we have asked".
"Growth in our species is an enormously complex matter, best observed through many lenses".
"Growth can be understood as a series of transformations and in how we make meaning"
What resonates for me in this chapter as I move through this program is my continued "pull" towards transformation, which for me, really is the constant thread through the learning process. The "making new meanings". Having that tension, opposing view, critical event, fear, shifts in perspective, contradiction, which alows us to understand that we, or our "students are moving ahead even when they appear to be retreating of going hopelessly astray". That growth can be that seemingly movement backwards or sideways!!!
As a teacher, these quotes have me give thought to our role.
"Growth involves the simultaneous interplay of both assimilation and accomodation as the organism adpats to its shifting environment".
"Growth is fundamentaly seated in the sense of basic trust".
"What we hear from our students depends on what we have asked".
"Growth in our species is an enormously complex matter, best observed through many lenses".
"Growth can be understood as a series of transformations and in how we make meaning"
What resonates for me in this chapter as I move through this program is my continued "pull" towards transformation, which for me, really is the constant thread through the learning process. The "making new meanings". Having that tension, opposing view, critical event, fear, shifts in perspective, contradiction, which alows us to understand that we, or our "students are moving ahead even when they appear to be retreating of going hopelessly astray". That growth can be that seemingly movement backwards or sideways!!!
Monday, July 5, 2010
Mentor: Chapter 4
Chapter 4, like chapter three, follows students on their educational journey, but the focus here is not so much the underlying theories to which we may find parallels, but the reality of how we have to let the process unfold without the frustrations that may occur when our preconceived ideas of how things will flow does not happen. To look at "what happens", not the right or wrong.
A recurring theme, that I know I have experienced upon the intiation of this program, (as well a personally), are the transitions in life that motivate an individual, and in turn, can spark some level of fear, or trepidaton. Being aware of this fear in mentoring positions, especially in the beginning of the learning process, is important in reference to the students having defensive mechanisms. Often times, just the act of being present for the student is the best intervention. And at other times, knowing when to suport or challenge. (sounds like parenting to me:).
The critical reason for the need to know the "whole lives of our students", is so meaningful connectons can be made. As I student, I ask myself, how do I participate in that dialogue to assist the instructor towards better understanding? Also, I feel I am very much aware of my life circumstances in relation to what I am learning and how I am learning.
The end of the chapter has "guiding principles" that I find compelling as I review them in reference to my educational journey.
1. Engender trust
2. See the student's movement
3. Give the student a voice
4 . Introduce conflict
5. Emphasize positive movement
6. Keep an eye on the relationship
A recurring theme, that I know I have experienced upon the intiation of this program, (as well a personally), are the transitions in life that motivate an individual, and in turn, can spark some level of fear, or trepidaton. Being aware of this fear in mentoring positions, especially in the beginning of the learning process, is important in reference to the students having defensive mechanisms. Often times, just the act of being present for the student is the best intervention. And at other times, knowing when to suport or challenge. (sounds like parenting to me:).
The critical reason for the need to know the "whole lives of our students", is so meaningful connectons can be made. As I student, I ask myself, how do I participate in that dialogue to assist the instructor towards better understanding? Also, I feel I am very much aware of my life circumstances in relation to what I am learning and how I am learning.
The end of the chapter has "guiding principles" that I find compelling as I review them in reference to my educational journey.
1. Engender trust
2. See the student's movement
3. Give the student a voice
4 . Introduce conflict
5. Emphasize positive movement
6. Keep an eye on the relationship
Friday, July 2, 2010
Chapter 3
I found chapter three to be VERY fruitful as it follows three individuals at various life stages, taking you through the dialogue with the mentor in relationship to various developmental theorists. As each person questions their lives, there becomes a richness to the learning process. This resonated with me, especially as the text asks, "What is education for?", and how Dewey suggests that education should be measured by,"the extent in which it creates a desire for continued growth". Currently I am not in a teaching/facilitating position and this chapter has assisted in "rebalancing" myself as not to be so focused on the countdown of the program and what I am going to do.
I appreciated the analogy used in this chapter of a map, and what we choose to go onto the map "depends on what we wish to know". With our personal options we have the developmental theories that offer context and suggest directions, but "leaves the walking to us".
Just as mentors assist the individual in making connections and meaning through discovery, I found this chapter allowed me to truly grasp how the intertwining of theories can do the same for the mentor.
I appreciated the analogy used in this chapter of a map, and what we choose to go onto the map "depends on what we wish to know". With our personal options we have the developmental theories that offer context and suggest directions, but "leaves the walking to us".
Just as mentors assist the individual in making connections and meaning through discovery, I found this chapter allowed me to truly grasp how the intertwining of theories can do the same for the mentor.
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