The Narrative Part Of Your Extended Definition Of The Term R
The Narrative Part Of Your Extended Definition Of The Term Real
Write the narrative part of your Extended Definition of the term “real teacher” and upload it into Blackboard by 6:00 a.m., Friday, 25 October 2013. If you fail to do so, you will earn a “non-participatory ‘tickie’”. Your narrative, which gives an actual, clearly-rendered incident containing living, breathing renditions of place, time, and person, will illustrate in detail your 'teacher’ demonstrating through her actions her qualities as a real teacher.
Paper For Above instruction
A narrative description of a real teacher should vividly illustrate her qualities through a detailed incident that encompasses the setting, the specific moment in time, and the people involved. To effectively demonstrate what makes a teacher "real," the narrative should focus on a single, meaningful event that reveals her authentic engagement, compassion, expertise, and dedication.
For instance, imagine a typical day in a classroom during a challenging lesson. The teacher might notice a struggling student and choose to spend extra time during recess to clarify concepts, embodying patience and genuine concern. The description should include sensory details such as the classroom environment, the student's expressions, and the teacher's actions and words, making the scene tangible and authentic to the reader.
This incident should also reflect the teacher’s emotional qualities—her ability to connect, her resilience, and her commitment to student growth. Perhaps she uses an innovative teaching approach, adapts her methods to meet individual needs, or provides encouragement that fosters confidence. Her actions demonstrate her understanding that being "real" involves more than delivering content: it encompasses empathy, integrity, and the capacity to inspire.
The narrative must be rooted in reality, avoiding abstraction or generalized statements. Instead, it should lay bare a concrete moment where the teacher’s qualities shine through her behavior and choices. For example, a scene where she patiently listens to a student's concerns about family issues, or cheerfully celebrates a small success with her class, vividly exemplifies her genuine commitment and authenticity.
Ultimately, the goal of this narrative is to offer a compelling story that convincingly portrays a teacher who embodies the qualities of being "real"—someone who acts with sincerity, cares deeply, and inspires trust in her students. Through detailed, lived-in description, the incident should illuminate what truly distinguishes an authentic, impactful teacher from an ordinary one.
References
Beaudoin, M. F. (2016). “Storytelling and the Teacher–Student Relationship: Building Authenticity in Pedagogy.” Journal of Educational Research and Practice, 6(2), 45-58.
Lortie, D. C. (1975). Schoolteacher: A Sociological Study. University of Chicago Press.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Noddings, N. (2013). Caring: Collegiality and Authenticity in Teaching. Teachers College Press.
Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books.
Meier, D. (2002). In Schools We Trust: Creating Communities of Learning in an Era of Testing and Standardization. Beacon Press.
Freire, P. (1970). Pedagogy of the Oppressed. Continuum Publishing.
Bishop, R. (1996). “Becoming an Authentic Teacher: Teacher Narratives and Human Science Inquiry.” Australian Journal of Teacher Education, 21(2), 46-59.
Lasky, S. (2005). “A Coalescing inquiry: A narrative of being and becoming a teacher,” Teaching and Teacher Education, 21(4), 323–341.
Schwandt, T. A. (2007). The SAGE Dictionary of Qualitative Inquiry. SAGE Publications.