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Works CitedFreire, Paulo. Pedagogy of the Heart. Trans. Donald Macedoand Alexandre Oliveira. New York: Continuum, 1997.Thoreau, Henry David. Walking. New York: Penguin Books,1995.Dean, Sandra. Hearts and Minds: A Public School Miracle.Toronto: Viking, 2000.Hooks, Bell. Teaching to Transgress: Education as the Practiceof Freedom. New York: Routledge, 1994.Cameron, Julia and Mark Bryan. The Artist’s Way: A SpiritualPath to Higher Creativity. New York: G.P. Putnam’s Sons,1992.Freire, Paulo. The Politics of Education: Culture, Power, andLiberation. Trans. Donaldo Macedo. South Hadley:Bergin and Garvey, 1985.6Teacher Research in the Backyard
Gardens and rainstorms:The classroom communityKristine LewisMy arguments arenon-existentbecause my convictionis weak. Ican present a casefor education inalmost anycontext, but I amstumped by thisgirl’s frustrationand anger.Nancy blows into the room in a cloud of anger. “Ihate CAPP 1 ,” she announces to anyone who willlisten. “The teacher is so mean. We do such stupidthings. The class is stupid. I’m not going anymore.”She looks directly at me, as if daring me to engage her. I feelchallenged and compelled to defend my profession. “Itcan’t be that bad,” I finally manage to mutter.“She is horrible, and it’s a complete waste of time!”Where can I go? I am not comfortable with theconversation, and I know nothing about CAPP to evenbegin defending the course. Besides, from what I knowabout the course, I sympathize with the students’frustration about the content: it does seem somewhatredundant from one year to the next, the topics are toopersonal for full disclosure, and what the students want todiscuss is considered out of bounds. My arguments are nonexistentbecause my conviction is weak. I can present a casefor education in almost any context, but I am stumped bythis girl’s frustration and anger. I take the coward’s way outand retreat from the conversation.Over the next week, I learn that Nancy has stoppedattending her CAPP class altogether. She makes no attemptto hide this information from me; rather, she announces it.I also learn, in one of her pronouncements, that she hasstopped attending French class as well. I jokingly inquire ifshe is going to stop attending my class anytime soon. Shegives me a look and a sarcastic retort. I understand hermessage: she has no intentions of missing any Englishclasses.Nancy’s situation makes me think. What is it that can sparksuch fury in her that she will risk academic success? I beginto wonder what makes students like one class yet dislikeanother. The factors that make up any one class areextensive and varied: student composition, subject matter,teacher personality, student personality, teaching style, plusthe hardships of everyday life. It is impossible to control•All names have been changed.1Career and Personal PlanningKitimat-Terrace Teacher Research 7
Page 1 and 2: TEACHER RESEARCHIN THE BACKYARDKiti
Page 3 and 4: Table of contentsEditors’ forewor
Page 5 and 6: Editors’ forewordThe primary purp
Page 7 and 8: knowledge base. The idea here is th
Page 9 and 10: Teacher research in the backyard:Th
Page 11 and 12: connection. The Kitimat M.Ed. cohor
Page 13: Light In KitimatMore times than I c
Page 17 and 18: As a result of my concern for how s
Page 19 and 20: going through the rule-developing p
Page 21 and 22: how, with little to no encouragemen
Page 23 and 24: students using the vending machine
Page 25 and 26: exactly what kind of mood I am capa
Page 27 and 28: Joining learning to livingNick Sluy
Page 29 and 30: demonstration, review questions, an
Page 31 and 32: I could keep track of off-task beha
Page 33 and 34: ReferencesSchon, D. (1987). Educati
Page 35 and 36: Boys, reading, and the school libra
Page 37 and 38: “I only know twosorts of boys.Mea
Page 39 and 40: “I am fond ofchildren(except boys
Page 41 and 42: computer, and analyze student trans
Page 43 and 44: “A good book isthe best of friend
Page 45 and 46: of materials that they borrow. Read
Page 47 and 48: Amazon.com readers’ survey of all
Page 49 and 50: bookmark the interesting web sites,
Page 51 and 52: 5“Promoting Boys’ Achievement.
Page 53 and 54: An alternate solution“It’s not
Page 55 and 56: every staff member. The purpose of
Page 57 and 58: “oh well, maybe I’ll go toMath
Page 59 and 60: going out and doing drugs or drinki
Page 61 and 62: At MESS you’re asmall pea in thep
Page 63 and 64: about it all the time. “I don’t
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instead of nobody caring. Like even
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myself—but if you mess with one N
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The same themes consistently recurr
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Lived learningLiving, learning, exp
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the French Riviera, Switzerland, an
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When actual percentages began to be
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whether educational travel is a fac
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“I went to Hawaii the following y
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Respondents here were mixed—about
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The road to literacySharon LeonardI
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“Successful readerslearn a system
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“Researchindicates that,particula
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children most at risk were assessed
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Did the shoe fit?Judging merely fro
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“When childrenenter school, wenee
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Bribery: Do reading incentives work
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The journey: Gathering pertinent da
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validated the common teacher’s pr
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Being observant as a way of teachin
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error would be easier to track and
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These results donot paint anaccurat
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In starting this project, I had env
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As I studied the student surveys, I
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Songs unsung:A critical look at a b
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see an equal decline of 13% in both
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Improving math skillsfor the scienc
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• What sorts of questions should
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• The average scores for each of
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changes should be decided well in a
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Reading for at risk studentsReading
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and I decided to implement a new re
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identify letters and associate soun
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confident that he would become a re
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focussed more on meaning and visual
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lower-case letters of the alphabet
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change as children’s needs change
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An analysis of Nechako ElementarySc
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member. This generated considerable
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9) Pink slips by gradeWith the exce
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Action PlanTeacher’s performing a
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Appendix 1Discipline TypesHANDS ON
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Guided reading:An early interventio
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children enjoy the novelty of being
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matching a printed word with a spok
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Does coaching help?Dighton HaynesPe
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In the community, I was surprised a
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Now I was more eager to see how sch
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The survey results show students wh
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A journey through anearly literacy
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took the job.” The race began aga
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“eau,” “ai,” and “an.”
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Releasing SisyphusJackie WorboysIn
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Social Issues Division of the B.C.
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The ProcessIn January, at our first
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Teachers wereconcerned aboutwhat st
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own curriculum. The depth of feedba
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“It reminded methat I need to bes
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“I believe,” he writes, “the
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1. Fullan, M. The New Meaning of Ed
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Strategies fordeveloping self-estee
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gentle, kind, patient, encourager,
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Emotion board findingsWeek one: Som
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she went over and put an emotion on
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They used the emotion board to help
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significant move up the self-esteem
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Weeding the gardenShelly JacksonI,
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“Imagine them asyour own children
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What, then,makes thesestudentssucce
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1. Obtaina) parent permission forms
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Peer mentoring case study:criteria
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Then I asked Debbi: “Would you li
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What did you learn while working on
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Homework, for example, is being com
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be sure she’d be there. Nathalie
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Did mentoring help Nathalie with Fr
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food, and left for class. I arrived
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CASE STUDY # 4—Steve R. and Lesli
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Conclusion:mentoring is about relat
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BibliographyJane Cawthorne, Letter
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RELUCTANT participants; due to its
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I am also planning to continue to e
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Notes on the authorsMaureen Atkinso
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subject matter; learning to underst
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Carol-Anne Rauschenberger is a spec
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