Students aren’t the only ones learning: Writing in the aid of professional development

Numéro: 

4

Rubrique: 

Volume: 

29

Dossier: 

LAURENDEAU, Pierre

Although educators have curricular objectives to reach and strategies for doing so, students sometimes fail to learn. The inevitable question then arises: “Why, despite all my careful planning, didn’t my course go the way I intended? “ The author of this article is extremely familiar with this question. To get a clearer picture of what was going on in his classroom, he began keeping a journal on his practices and, over time, realized that his entries—in the shape of aphorisms—had a positive influence on his classroom presence and teacher-student dynamic. In deliberating on his practices, he was able to better identify what was not working and target which skills to hone. The aphorisms in question are generally short; what is important is that they were inspired by his desire to foster an exchange of ideas and build meaningful relationships with students. In turn, this process inspired reflection, thereby helping him develop professionally and personally. The author also discusses his three rules for drafting aphorisms that have proven successful over the years, as well as provides several examples.

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