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matthewdalySo I seem to have stepped out without turning off the lights first. Um, what to say....
First, I'm fine, and I've been fine. I've been working on having a more deliberate life (in Thoreau's sense), which in the context of the internet means a life made up of people that I can see and touch while I'm communicating with them. That has been quite an effort, and I can still see ways in which I need to continue to improve, but at the same time it has been entirely rewarding. I can see the value I'm bringing the world and aware that there are things that would have gone undone had I not been there to do them.
So, I'm back, and I've got some thoughts about what an internet soapbox offers to me in this chapter of my life. My brain is cramped with all of the facts and debates of educational philosophy and praxis. I need to sort out how to be an effective and authentic partner in learning and development and how that interfaces with the epistemological and pedagogical realities of the secondary mathematics curriculum. (Trust me, I have a graduate school vocabulary and I'm not afraid to use it.) I'd like to get it sorted out in the company of thoughtful people so that it will come out clearly in a job interview or a conference. If my classes are any indication, publicly wrestling with my own synthesis is productive for others whose journeys are like mine. And it's nice for me to be able to re-incorporate all the dear people who are outside the range of my eyes and hands.
First, I'm fine, and I've been fine. I've been working on having a more deliberate life (in Thoreau's sense), which in the context of the internet means a life made up of people that I can see and touch while I'm communicating with them. That has been quite an effort, and I can still see ways in which I need to continue to improve, but at the same time it has been entirely rewarding. I can see the value I'm bringing the world and aware that there are things that would have gone undone had I not been there to do them.
So, I'm back, and I've got some thoughts about what an internet soapbox offers to me in this chapter of my life. My brain is cramped with all of the facts and debates of educational philosophy and praxis. I need to sort out how to be an effective and authentic partner in learning and development and how that interfaces with the epistemological and pedagogical realities of the secondary mathematics curriculum. (Trust me, I have a graduate school vocabulary and I'm not afraid to use it.) I'd like to get it sorted out in the company of thoughtful people so that it will come out clearly in a job interview or a conference. If my classes are any indication, publicly wrestling with my own synthesis is productive for others whose journeys are like mine. And it's nice for me to be able to re-incorporate all the dear people who are outside the range of my eyes and hands.
re: Back
Date: 2012-05-06 08:30 pm (UTC)I do the teaching thing, but despite having spent almost ten years in grad school, I don't really have the vocab. But I'll probably be able to comprehend it enough to give advice back to you that is worth every penny you pay for it.
(Yay! You're back!)
Re: Back
Date: 2012-05-07 03:59 pm (UTC)I'm coming to think that it's a shame that college professors and adjuncts don't need to develop their teaching skills in order to be accredited to teach. An entire MSEd would be overkill, but the introductory course I'm just wrapping up on comprehension and engagement strategies would be so valuable for anyone who has to educate a room full of students of any age. If I ever say anything that makes you think that you'd have reached a different conclusion from the source material, I can give you a bibliography so you can do your own inquiry. :)