Tag Archives: professional development

Term of Art: Code Switching

“code switching: Switching in speech between different languages, dialects, etc. E.g. two business associates meet and chat in one language; the meeting becomes formal and they switch to another. Often analyzed into subtypes, e.g. as occurring within sentences or at sentence boundaries. Sometimes distinguished from code mixing, or from borrowing; sometimes not.

The term ‘code’ is loosely used of any language or distinct variety of a language, whether or not it is actually thought of as a code (like the Morse code or a legal code) in any illuminating sense.”

Excerpted from: Marshall, P.H., ed. The Oxford Concise Dictionary of Linguistics. New York: Oxford University Press, 2014.

John Dewey on Interest, Motivation, and Engagement

“Much assistance in the selection of appropriate material may be derived by considering the eagerness and closeness of observation that attend the following of a story or drama. Alertness of observation is at its height whenever there is plot interest. Why? The balanced combination of the old and the new, of the familiar and the unexpected…alternatives are suggested, but are left ambiguous, so that our whole being questions: What happened next? Which way did things turn out? When an individual is engaged in doing or making something, there is an analogous situation. Something is going to come of what is present, but just what is doubtful. The plot is unfolding toward success or failure, but just when or how is uncertain. Hence the keen and tense observation that attends construction. [Even] when the subject matter is of a more impersonal sort, the same principle of movement toward a denouement may apply. Mere change [in the experiences and situations] is not enough. The changes must (like the incidents of a well-arranged story or plot) take place in a certain cumulative order.”

John Dewey

How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process

Excerpted from: Wiggins, Grant, and Jay McTighe. Understanding by Design. Alexandria, VA: ASCD, 1998.

Mikhail Mikhailovich Bakhtin

[Bakthin was all the rage, and his work justly influential, when I was an undergraduate in the early 1990s. When I was in the used book business, his books were scarce and therefore easily saleable. I include him here because I myself found Problems of Dostoevsky’s Poetics a fascinating book, but also because Bakthin was part of a circle of intellectuals in the Soviet Union that included the educational theorist Lev Vygotsky.]

“Bakhtin, Mikhail Mikhailovich: (1895-1975) Russian philosopher and literary critic. In 1929, Bakhtin was sentenced to six years’ exile in Kazakhstan and subsequently sought obscurity to hide from Stalin’s purges. Bakhtin introduced the notion of novelistic discourse as distinct from poetry; he characterized it as inherently ‘dialogical’ and open-ended, with potentially parodic and surprising features. His work began to be will-received in the 1950s, and he published Problems of Dostoevsky’s Poetics (1929; 2nd ed 1963; tr 1984) and Rabelais and His World (1965; tr 1968). Bakhtin might have also been the author of the more ostensibly Marxist works of Voloshinov (Marxism and the Philosophy of Language, 1929; tr 1973) and Medvedev (The Formal Method in Literary Scholarship, 1928; tr 1978). Bakhtin’s ideas about dialogue were also developed in ethical discussions of aesthetics in Art and Answerability (tr 1990). His concept of the “carnivalesque,” a disruptive and parodic genre of social behavior, is notorious.”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

A Mathematician’s Lament

This reading, “A Mathematician’s Lament” by Paul Lockhart is something my pal Bob Shepherd at Praxis sent my way. I regret admitting that I haven’t read it in its entirety, but if Bob says it’s worth my time, I am confident it is. This essay, which Mr. Lockhart expanded into a book, is available all over the Internet as a PDF, so, happily, I’m violating no copyright in placing it here on Mark’s Text Terminal.

Term of Art: Praxis

“(1) Practical application of learning; habitual, customary practice of an art, a science, or a skill. (2) A series of tests prepared by the Educational Testing Service and used by many states for teaching licencing and certification. Praxis I measures basic academic skills of would-be teachers; Praxis II measures their general and subject-specific knowledge and teaching skills; and Praxis III assesses their classroom performance.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

Achaeans

“Achaeans: In Homer, the name by which the Greeks of heroic times spoke of themselves. Culturally we would call them Mycenaeans. They have been identified both with the Ahhiyawa, mentioned by the Hittites as one of their western neighbors, and the Akawasha, listed by the Egyptians as Peoples of the Sea. In historical times the name was limited to the Greeks of southwest Thessaly and the northern Peloponnese.

Excerpted from: Bray, Warwick, and David Trump. The Penguin Dictionary of Archaeology. New York: Penguin, 1984.

J.B. Sears on School Principals Then and Now–i.e. 1918

“The occasional principal. An occasional principal feels called upon to exercise his authority at every turn, and is satisfied with his accomplishment only when teachers fear him. The principal hews exactly to the line. If his curriculum calls for compositions of three paragraphs in the sixth grade, then three it must be or the teacher will receive a demerit mark.

Such principals are rapidly giving place to a new type of educational director who rules by virtue of a scientific understanding of his work, and by personal qualities of leadership, rather than by authority which has been delegated to him. Such a principal deals with facts and with personalities; gives directions, rather than orders; leads, rather than drives; and expects his teachers to think for themselves.”

Excerpted from: Sears, J.B. Classroom Organization and Control. Boston: Houghton Mifflin, 1918.

J.B. Sears on the Life of a Teacher II

“Systematic living. What is needed by teachers is the application of a bit of system and common sense in their daily lives. Teaching cannot be sedulously followed by young people without sedulously offsetting its inactivity with outside exercise and pleasure. Every teacher should set aside a definite time for exercise, and a definite sum of money of recreation and pleasure. A regular time for a walk, a tennis game, a horseback ride; and a regular monthly allowance for theater, opera, travel, of the entertaining of one’s friends, will take one out into the open air where acquaintance with nature may be renewed, furnish a host of new thrills, and establish new interests and new companionships, which will drive away care, renew one’s mental and physical vigor, and provide a saner perspective for the serious tasks of the days to come.”

Excerpted from: Sears, J.B. Classroom Organization and Control. Boston: Houghton Mifflin, 1918.

J.B Sears on the Life of a Teacher I

“Intelligent living. As a matter of self-protection, to say nothing of the wisdom of living a joyous life, the teacher must look to the problem of keeping an adequate margin of good health. This is largely the problem of proper rest and recreation. It is such a simple truth to say that when one is tired and half sick most any sort of work becomes barren drudgery, and yet this explanation is rarely thought of by the teacher who retires in disgust after a long evening spent in the useless task of correcting papers.”

Excerpted from: Sears, J.B. Classroom Organization and Control. Boston: Houghton Mifflin, 1918.

Miguel Angel Asturias

“Miguel Angel Asturias: (1899-1974) Guatemalan novelist, short-story writer, and poet. Asturias spend much of his life in exile because of his public opposition to dictatorial rule. When he was sympathetic to his country’s leadership, he served as ambassador to El Salvador and later to France. He took a law degree in 1923 and then went to London to study economics and Paris to study anthropology, where he encountered French translations of Mayan writings. He proceeded to translate the Mayan text Popol Vuh into Spanish in 1925, developing a deep concern for the Mayan culture that was to weave its myth and history into everything he wrote, though never to the exclusion of this social and political statements. His greatest novel is El senor president (1946; tr El Senor Presidente, 1964), a phantasmagoric satire on Latin American military dictators, based largely on the regime of Manuel Estrada Cabrera, president of Guatemala from 1898 to 1920. Viento Fuerte (1950; tr Strong Wind, 1968), El papa verde (1954; tr The Green Pope, 1971), and Los ojos de los enterrados (1960; tr The Eyes of the Interred, 1973) comprise a trilogy attacking the exploitation by U.S.-owned fruit companies of the Guatemalan banana plantations. Week-end en Guatemala (1956) is a collection of stories about the C.I.A.-directed overthrow of the government of Jacobo Arbenz, whom Asturias had supported. After Arbenz’s ouster, Asturias went into exile, returning to Guatemala in 1966. In 1967 he was appointed ambassador to France, the same year in which he was awarded the Nobel Prize in literature.”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.