thebeardedpoet's review against another edition
3.0
I was really struck by Palmer’s observation that the fear of the teacher and the fear of the student tends to lead to holding the other at arm’s length or, even worse, attempts at inflicting wounds on each other. The necessity for the teacher to examine one’s inner being and to recognize that fear and find ways to counteract the dangers of broken connection caused by it seems vitally important to me. If the emotion of fear dominates procedures and practices, learning will suffer. Also, if the teacher enters the learning environment with an awareness of the possibility of the students dealing with fear themselves, perhaps the teacher will not be as quick to jump to assumptions about the student’s inability to learn. Sometimes the obstacle to learning is the fear the student brings into the learning opportunity from his or her past experiences or current life situation. Empathy for the student can assist in building a bridge that will foster community and connection in the classroom.
These insights call for me to be more self-aware when I am in the position of teacher. I must be willing to acknowledge my own fear of failure, silence, the boredom expressed by the students, and even the possibility that the students will actively express their dislike of me personally. Being aware of these fears and recognizing where they come from allows me to counteract them. I can remind myself that while failure is possible and the students might dislike me or express disgust with the material of the class or the subject, I have the capacity to bring my passion for the subject before the students. I can actively invite the students into engagement with the subject. I meet the student with empathy, recognizing they may have fears as well. Perhaps by recognizing my own fears, I can be more compassionate in the learning environment, rather than working so hard to impose my will on the students or punish them in some way for what I perceived as their disinterest or difficulties.
One of the differences between myself as a teacher and what Palmer describes is my tendency to present as much information about the subject as possible, particularly when teaching Bible studies. I thoroughly prepare for each lesson, looking at the subject from a historical, theological, and personal application standpoint. Although I actively invite questions and discussion in the classes, I do admit that deep down a part of me is attempting to impress the group with my knowledge. Recognizing this I should try to move towards more of a microcosm approach where I enlist the students in the practice of Bible study. While I do already provide the students with assignments which give opportunities for the practice of Inductive Bible Study, I should be on guard against the factoid style of teaching during our time together. I should aim to be more creative in how we use our time together, rather than trying to impress with how well prepared I am.
These insights call for me to be more self-aware when I am in the position of teacher. I must be willing to acknowledge my own fear of failure, silence, the boredom expressed by the students, and even the possibility that the students will actively express their dislike of me personally. Being aware of these fears and recognizing where they come from allows me to counteract them. I can remind myself that while failure is possible and the students might dislike me or express disgust with the material of the class or the subject, I have the capacity to bring my passion for the subject before the students. I can actively invite the students into engagement with the subject. I meet the student with empathy, recognizing they may have fears as well. Perhaps by recognizing my own fears, I can be more compassionate in the learning environment, rather than working so hard to impose my will on the students or punish them in some way for what I perceived as their disinterest or difficulties.
One of the differences between myself as a teacher and what Palmer describes is my tendency to present as much information about the subject as possible, particularly when teaching Bible studies. I thoroughly prepare for each lesson, looking at the subject from a historical, theological, and personal application standpoint. Although I actively invite questions and discussion in the classes, I do admit that deep down a part of me is attempting to impress the group with my knowledge. Recognizing this I should try to move towards more of a microcosm approach where I enlist the students in the practice of Bible study. While I do already provide the students with assignments which give opportunities for the practice of Inductive Bible Study, I should be on guard against the factoid style of teaching during our time together. I should aim to be more creative in how we use our time together, rather than trying to impress with how well prepared I am.
mjmettle's review against another edition
5.0
I read this book this spring and forgot to add it. I'm thinking of it now because it comes up ALL THE TIME when I am writing papers or talking about teaching. Initially I was skeptical because Palmer is a motivational speaker and earns a living 'motivating' teachers, but by the end of the book, I really was inspired to approach the task of teaching in an honest, vulnerable, meaningful way. He addresses the many fears that teachers and students harbor, and ways to deal with (and not avoid) them. If I feel burned out as a teacher several years down the road, this is a book I will want to read again. Oh, he's a Quaker, by the way, and I think this had a positive effect on the book.
eazurch's review against another edition
5.0
I almost gave this book a 4, but I think Palmer is really passionate about teaching and that really comes through in his writing. While at times he spoke with spiritual tones that I personally don't connect with, for the most part what he wrote made sense, despite a few ideas that seemed somewhat tangential.
heregoesnothing's review against another edition
hopeful
informative
inspiring
reflective
medium-paced
4.0
megpsmit's review against another edition
4.0
I really love the information in this book and the way the Parker Palmer thinks about education. One of the things that has stuck with me the past little while is that heathy teachers teach heathy students. When teaches teach from a place of emotional and spiritual health, they can teach in lots of different techniques but all still model a life of wholeness for students. This idea is what Palmer teaches about. The book however can be a bit of a dense read.
alexgrapp's review against another edition
challenging
hopeful
inspiring
reflective
medium-paced
4.0
adambwriter's review against another edition
3.0
Review: https://roofbeamreader.com/2018/05/21/teaching-physics-and-the-joy-luck-club/
rose_peterson's review against another edition
3.0
I was cautiously optimistic about this book, underlining quite a few quotes in the first chapter and trying to talk myself into accepting the new-age-y stance Parker took. However, as the book continued on, I grew frustrated with the lack of substance behind the gauzy words Parker uses, and I found myself increasingly skeptical of his pedagogical underpinnings. While I'll take away a few good quotes, perhaps this book's main purpose for me was to hone my refutation skills.
lazygal's review against another edition
4.0
There's a group of people at work who are gathering to read books about teaching/pedagogy/etc. for personal professional development: this is our first read. I find that this book resonates with me, perhaps not 100% of the time but between 70-95%. I'm also finding a lot to think about, whether or not they pertain to my professional life.