Instead, we think about how and why people do things. By not judging, the teacher also positions herself besides rather than above, the student, avoiding an asymmetrical power relationship.
In a
Tuesday, March 10, 2015
Opening Minds: Using Language to Change Lives
I am reading Opening Minds: Using Language to Change Lives. Usually I share personal highlights upon finishing a book. However, I really like the following and wanted to immediately share. The two excerpts remind me about the power informal, organic, subtle, unintended interactions between classroom stakeholders have in pushing thinking.
Instead, we think about how and why people do things. By not judging, the teacher also positions herself besides rather than above, the student, avoiding an asymmetrical power relationship.
In adynamic -learning frame, receiving help to find and solve a problem is not a negative event. In this framework, self-esteem might not be something you have more or less of either. Perhaps self-esteem is, as Carol Dweck puts it, "a way of experiencing yourself when you are using your resources well."
Instead, we think about how and why people do things. By not judging, the teacher also positions herself besides rather than above, the student, avoiding an asymmetrical power relationship.
In a
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