Turning Points 2000 Ch. 6: Organizing Relationships for Learning

Jackson and Davis articulate the places where improvement is needed in the classroom. They believe that we must (1) change the curriculum, (2) change teaching methods, and (3) change assessment strategies. Through these three main components we also need to visualize solids relationships with our students and the other teachers we interact with on a daily basis. I appreciate when they say education “happens” through relationships because if we’re not happy with who we’re around we are less apt to pay attention and stay focused. At least, when I am uncomfortable in a situation, I shut down, I don’t participate and I’m blank. Students are capable of this shut down to or sometimes, they go to the other extreme and become the class clown. Motivation derives from support. Therefore, if our students are supported then they will be motivated to succeed. Numbers come into focus during these changes. How many students on a team? How many teachers? Is it better big or small? I agree with the smaller the better in the classroom atmosphere, but I also think a “good and successful” school will have a wide-range of dynamic teachers, maybe ten maximum so that each team has two teachers of each subject so variety occurs and not everyone does the math the same way or read the same books, yet, they can bounce ideas, curriculum and strategy off each other. In practicum, the teams worked out well and think overall they are beneficial depending on the persona of each team teacher and how they hold themselves and work with each other. I could live with it.