Lulling them to sleep

One of my fondest memories as a child is falling asleep to the sound of my grandmothe singing me a lullaby. Now that I am a teacher in a specialized preschool with small classes try to provide some fond memories for my children by singing them to sleep at naptime.Martha Christine is a Kindergarten Teacher at the Wiley House Preschool in Allentown, PA.     

去伦敦

On a hot summer morning in 1989 I finished packing my things in my flat in Dublin. Two suitcases were not enough to hold them all so I had to use plastic supermarket bags for the remainder. My friend Tom arrived in his car to take me to the airport. After coffee at the airport we shook hands and said goodbye and it was only then that I noticed my hand was shaking. My voice was also shaking and my breath was coming out in uneven waves. Tom was my good friend from schooldays and in saying goodbye to him I was saying goodbye to so many good memories, saying goodbye to my country.     

用一生交换

Everyone has those unforgettable memories they will keep for a lifetime. I've been to many places, from my motherland China to the other side of the world like Canada. But despite all the exciting travelings and all that, I moved back to China in the end, to attend high school. But in my heart, for some reason, Canada was the place I loved the most. Some people might just ask: Then why not go back to where you love? Well... I can't explain it in one sentence, but in a nut shell, you could say that it's a "made-up-my-mind, won't-regret-it" and because "I have to stay with wherever my family takes me" kind of thing. 　　……     

弯曲，但不折断

童年回忆中，我最爱的是到河边去，悠闲地坐在岸边。我喜欢那里的和平与宁静，喜欢看河水匆匆而下，喜欢听小鸟啾啾而鸣，树叶沙沙作响。我也喜欢看竹子在风的压力下弯曲，又在风停息之后不失优雅地恢复挺立的姿态或是恢复原状。     

心灵日记

11月8日 我在寻找闪闪发亮的言外之意,寻找生活中各种事件背后的深层含义,当我感到痛苦和混乱的时候,当我一蹶不振,受到伤害的时候,     

Experimentalism and education

The records of the New York City Police Department and the New York State Department of Correction would show that my career of crime began at fifteen when I was committed to the Elmira Reformatory for robbing a Tenth Avenue grocery store. These records are slightly inaccurate. My underworld career really began four years earlier, at the tender age of eleven, when I “turned off” a Ninth Avenue cigar store for a load of cigarettes and candy and an armful of Nick Carter and Old Sleuth magazines. I have indelible memories of that blood-and-thunder fiction which furnished me with patterns for my adolescent exploits. Moreover, it convinced me that George Washington and Abraham Lincoln were sissies compared to Jesse James, “High Card Mike,” and the Younger Brothers. Safe cracking and train robbery, it also convinced me, was a better racket than statesmanship.     

微笑

一想到自己明天就没命了,不禁陷入极端的惶恐。我翻遍了口袋,终于找到一支没被他们搜走的香烟,但我的手紧张得不停发抖,连将烟送进嘴里都成问题,而我的火柴也在搜身时被拿走了。我透过铁栏望着外面的警卫,他并没有注意到我在看他,我叫了他一声：“能跟你借个火吗？”他转头望着我,耸了耸肩,然后走了过来,点燃我的香烟。     

Now,what? Standing in one’s generation,taking consultation

ABSTRACT

I situate myself in the context of an evolving conversation in relation to what it means to be a woman. In my mother’s generation, the first wave of feminism forced a collision between traditional western female values grounded in a subversive authority and the desire to emerge from that type of repressive position. From the standpoint of my daughter’s generation, I may be tilting at windmills, trying to find my own authority in relation to a paternal authority that I feel deauthorises and devalues the voice I am trying to find. I take that consultation seriously, inviting me to think about relationships between what can and cannot be seen from any particular vertex. Given that maturation requires our ability to come to terms with difference and with limit, how can women more effectively enact and pass along the process of becoming oneself as a fundamental value?     

Index To Chinese Education,Vol. VI (Spring 1973-Winter 1973-74)

I'm a graduate from a professional high school and started to work just last year. Introspective by nature, I like to spend my time listening to music and reading books, and have had little contact with boys. I hadn't met any I liked even after I reached twenty-two. I didn't feel there was anything wrong in that, but my parents got worried and found a boyfriend for me. He's a college graduate, works as a dispatcher, and is of medium stature. At first I was happy to go to the movies with him and walk in the streets. But after a month or so, I felt as though I were with a colleague. He is quite knowledgeable in his own profession, but he doesn't know much about life. I often found his company uninteresting and unexciting. So I wanted to part with him. When I talked to my parents, they strongly disagreed and kept saying how much better his conditions were as compared to mine. I realized how much concern they felt for me, so I didn't insist. But all my subsequent efforts only brought me pain, and I simply couldn't feel the least bit of love for him. During this impasse, his father fell ill and had to have an operation. Before the operation, he had a discussion with my father and requested that our relationship be confirmed. I had a quarrel with my father, but finally gave in and, with a heavy heart, accepted money and a pair of earrings.     

珀里斯特拉

Peristeri means a clove in Greek. It's also the name of the area I was staying while I was visiting my grandmother's family in Athens, Greece. Surrounded by a myriad of unfamiliar faces, jetlagged and exhausted, I tried to make sense of all the buzzing conversations going on around me. Sitting on the veranda of my grandmother's sister's home in Peristeri, I studied the faces of my relatives; I barely knew any of them at the time, and the newness of my surroundings captivated me, regardless of my knee-trembling sleepiness.……     

浅析钢琴演奏的素质教育

通过自己学习钢琴的体会 ,并总结近几年钢琴教学的经验 ,我发现对钢琴演秦的素质教育问题往往不被人们所重视 ,而且由于素质教育在钢琴演奏中的重要性 ,使我们对这个问题不容忽视 ,现在 ,钢琴演奏的素质教育问题逐渐受到国内外音乐人士的普遍关注 ,但还需要更近一步加强这方面的研究 ,使它向更深、更系统的方面发展。     

Alienation From the Second Homeland: German Difficulties in Dealing with Foreigners

My first visit to the Federal Republic of Germany was in 1958 to 1961 as a young Humboldt scholar. During those years my attitude toward the Germans was determined by exclusively positive results. I invariably felt at ease among workers, academics, and counselors, and especially in their families. It may have been that because of my relatively good knowledge of German I was less conspicuous as a black or a foreigner and much better accepted than was usually the case for other people. However, I was not wrong with regard to the basic receptivity of the Germans and their openness toward foreigners. When in 1963 and 1964 I stood before the court and was forced to fight for my freedom and my life I could call Germany my second homeland. Despite all reservations, I could put forth the German society as a model of a democratic society.     

Portrait of an Indian education

Chipping away at layers of nostalgia solidified by time, distance and the compromises of adulthood, my memories of school life in Bombay come back, fleeting and episodic at times, but increasingly clear and not particularly benign. What I recreate here is therefore not meant to be representative of every Indian educational encounter. On the contrary, the educational experiences of rich and poor, rural and urban children in India are so vastly different that to claim to talk about them all would be folly. However, in the course of this past decade I have interviewed young people in Bombay who are at school now, as I write, and some who were at school during the 1980s and 1990s. I found that my recollections, of secondary school in particular, were both comfortingly and alarmingly familiar to all of them. So, although the perspective and inflection is mine, some of this account is not simply my individual story either. It is probably similar to the experience of several hundred million lower‐middle‐class school students of this generation in urban India.     

MAKING THE ISRAEL EXPERIENCE EFFECTIVE

If I recall my first teaching experience, it is only to suggest that perhaps, in many congregations, the situation has not materially improved. It was the season of 1923–1924. I was a freshman student at Columbia College, and I was invited to assist the backward students at Temple Anshe Chesed (in Harlem, New York) in their reading of Hebrew, and to serve as substitute for any teachers who might be absent on any particular day. I had as much right to serve as anything at all in any classroom as I had to perform surgery in a hospital. But to Cantor Marcel Katz z”I who doubled as principal of the school (Dr. Jacob Kohn was the Rabbi) no further credentials were necessary besides my willingness to do my best — which was not, clearly, very good.     

Models of supervision in early childhood programs: Implications for training

Many child care directors inherit their role of supervisor without having had adequate training or experience. Given the wide disparity in the field with respect to staff preparation, child care directors, in their role as supervisors, are called on to develop, train, evaluate, and appraise child care workers on a daily basis. The literature in the field suggests that there are common threads among supervisory models in early childhood and that directors of child care programs can benefit from in-service training that specifically addresses their supervisory functions. “The most difficult part of my job as Director is trying to get my staff to change certain practices.” Director, Church Preschool Program “I don't feel comfortable with my role as evaluator; I guess I don't like telling people they're doing something wrong.” Director, Day Care Center     

Helping Schools to Be Self‐Renewing

My abhorrence of neoliberalism helps to explain my legitimate anger when I speak of the injustices to which the ragpickers among humanity are condemned. It also explains my total lack of interest in any pretension of impartiality, I am not impartial, or objective … [this] does not prevent me from holding always a rigorously ethical position. (Freire, 1998, p. 22)     

一个雨天

Yesterday it was raining heavily all day.I wanted to go to the post office.My mother asked me to take an the street,I suddenly foud Lucy,one of my classmates,riding a bike without any hesitation I handed my umrella to her.     

打工(英文)

I heard that in Americateenagers often worked after schoolor on weekends to make theirown pocket money. I didn’twant to keep on asking myparents for money any longer,so     

To Alleviate Suffering: A Professor Reflects on the Moral Stakes of His Teaching

This article is a meditation on a professor's effort to fuse the personal and political in his teaching and, especially, to reframe the stakes away from the technical and toward the moral. As a teacher and educator, I consider two questions about my teaching that emerged from the mandate to reflect on teaching effectiveness during my promotion and tenure review process: Are my students more powerful in the world because of my teaching, and does my teaching alleviate suffering? I theorize what each question means for how I approach my classes to uncover larger questions about what it means to teach. In particular, I argue that any consideration of teaching reduced to a set of skills fails to attend to the sociocultural reality of students' lives, and thus reproduces suffering.     

Embodying Care: Igniting a Critical Turn in a Teacher Educator’s Relational Practice

When a cultural disconnect became antagonistic between me and my students of color, I found myself at a crossroads as a White teacher educator: use coercion and force students to follow my directions, or care and base my responses on students’ needs. I chose the latter. Findings suggest that this choice benefitted the class and changed how I see myself as a teacher educator. The construct of embodied care helps describe the turn in my relational teacher educator practice from caring intentions that were dyadic in nature to caring that uses relational means for social justice ends. Data points include field notes, analytic journal entries, email communication, course materials, student interviews, and course evaluations. This self-study research contributes to the literature on caring teaching by suggesting that, in racially and culturally diverse classrooms, caring habits can help teacher educators from dominant groups gain critical self-awareness.