Category Archives: 3260 Journal Entries

“The essence of teaching is change, and change always has political dimensions. Forteachers and learners, nothing is exactly the same after a learning event as it was before”.

Brookfield’s opinion is that “any teacher of any subject is engaged in politics since he or she is exerting influence and coercion in the organization of classroom activities” (Brookfield p. 236). “Anytime teachers encourage students to think in new and … Continue reading

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“Teaching is frequently a gloriously messy pursuit in which shock, contradiction and risk are endemic”

Objective: Brookfield is of the opinion that there are no habits of effective teaching, no standardized indictors, and no rules for teacher success in the classroom (Brookfield p. 1). “Teaching is frequently a gloriously messy pursuit in which shock, contradiction … Continue reading

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“Students want to know their teachers stand for something”

Objective: Brookfield states “students what to know their teachers stand for something and have something useful and important to offer, but they also want to be able to trust and rely on them” (Brookfield p.55). When students describe teachers they … Continue reading

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“…there will be very few standardized practices that help students across the board learn essential skills or knowledge. An approach that one student finds particularly useful or congenial may well be profoundly unsettling and confusing to the student sitting next to them”.

Objective: Brookfield believes that not all learners learn at the same level, from the same instructional strategy, or have the same desire to learn. Therefore the Instructor must have the ability to get an “accurate reading” (Brookfield p. 18) of … Continue reading

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