The Talent sewing of Apprentice women in Albireh, Ramallah, Israel was formed by Friends School and Ramallah Scouts In the summer of 1977, I learned sewing as a craft and an apprentice. I engaged in a humanistic collective learning process. One months later We all had a shared interest in sewing small items to raise a fund for a little girl who need heart transplant surgery . We had three months to learn, sell and raise the funds.We all shared a concern for the little girl . We were all neighbors, friends and relatives with close family ties. The project provided new and intriguing learning opportunities to spend the summer vacation productively.
We all came together , shared the smile and the experience. Our knowledge expanded and minds enlightened ,ideas flew coherently and a productive reality shone through the clouds. Cop started from the scratch and developed maturely and fully. I felt at that time that it was a lovely opportunity to learn and grow in a fun atmosphere. This CoP focuses on
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adopting Community of Practice elements into our lives as teens and future adult mothers at that time. The learning occurred in an educational setting with recognition to the social structures that served the main target of the population and was a determining factor in assessing social learning objectives and needs. This article will cover CoP design with relevance to the learning social patterns, population`s identity and the achieved goals and results.Wenger elements , domain, community and practice will be addressed throughly and profoundly. Applicability to this CoP will be analyzed to provide an understanding of the design model and how CoP can be applied to a the teens educational experien...
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...dy. All the girls friendships led to professional interests will lasted years after CoP ended. Our ideas and discussions flew like a melody in the air. During our lunch break in the garden we talked, laughed and shared information .
On another note, mutual respect and trust were very important between us the students and the instructor. Good name maintenance led to respect, success.I still remember our little laughs and discussions which Our ideas and discussions flew like a melody in the air during our lunch break in the garden where we takes and shared experiences and information.
Sewing CoP enabled me as a practioner to be responsible and learn through access to a direct link between the learning activity and performance where knowledge was created and shared explicitly in a dynamic setting where connections were created and learning was born.
In the Article “Sewing Machines Liberation or Drudgery for Women” Joan Perkin wrote about the positive and negative effects that came from the invention of the sewing machine. The sewing machine was invented by Elias Howe and Isaac Merritt Singer in the 1800’s. by 1877 almost half a million sewing machines were being used in the United States, making it the first home appliance in American homes. The author writes that this invention will transform the way clothing would be made from then on. Before the sewing machine women would make their clothes by hand at home, it would take up to twenty hours to produce one shirt. With this new invention the time was cut down to about an hour for the same amount of work.
The theoretical models highlighted the process in which each levels work. For instance, there are levels such as: individual, family, school, peer, and community that helps shape a child’s life. The first model is the institutional resources which shows that neighborhood influences work by the means of quality, quantity, social, recreational, health, employment resources in the community, education, and diversity of learning. The second model shows the relationship of how parental attributes. The second model went into diverse ways a family operates in terms of family routines, discipline, and the togetherness in a household. The third explores collective efficacy which means the ability of the people in the neighborhood to control the behavior and acts of individual and groups in the community. It brings into perspective why some communities come together to fight crime and problems while others do
Sewing machines made the lives of housewives much easier. Sewing by hand took long hours and was not productive. Many girls would have to learn how to sew at a young age in order to know how to sew once they were married. Long hours of labor would bring a lot of stress and tiredness to women. Lyrics from “The Song of the Shirt” describe the tiring labor of sewing, supporting the fact that sewing machines made the lives of the housewives easier. When Elias Howe (inventor of sewing machines) became too ill to work, he noticed his wife struggling with sewing she took in to help support the family. Most of the spinning and weaving was being performed ...
Because the family exists in a network of community, its members are continually communicating, negotiating, and otherwise interacting with schools and business institutions in the workplace, within the context of their cultural and community orientations (Bhola 1996). The social aspect of these relationships suggests that the development of programs and curriculum must focus on the family unit as a whole, building upon the cultural and knowledge capital of the entire family, and acknowledging gender and age power relationships within the family.
Berns, Roberta. Child, family, school, community: socialization and support. 9th ed. Belmont, CA: Wadsworth/Cengage Learning, 2013. Print.
Arifa, the Garment Worker (Kelsey Timmerman 55). This woman Arifa is one of the toughest females I ever read about. Where Am I Wearing? has educated me about things I never knew of, besides the high school I graduated from would never give young people knowledge of these things. As a young teenager I always seem to take life granted, and never appreciated how good of a life I had. As a result, I read the book only one main story caught my eye, and that was Arifa’s, Arifa helped me learn her intelligence and understanding how she handles her life, this plant a huge impact on like giving me more things to think about like responsibility.
Why are relationships important? A review of the research literature shows that authors have a lot to say about positive relationships with students. Thompson (1998) says, “The most powerful weapon available to secondary teachers who want to foster a favorable learning climate is a positive relationship with our students” (p. 6). Canter and Canter (1997) make the statement that we all can recall classes in which we did not try very hard because we didn't like our teachers. Speaking form personal experience as an educator, I realized the importance of the relationship or connection related to teaching. My students responded to instruction and retained knowledge when there was a connection.
We can all agree, educators and future educators alike, that teaching students is so much more than just presenting information to them. There is more to learning than only speaking. We’ve all had those teachers who were brilliant in their subject area, but not brilliant in making the students know the information. These are not true teachers; they are only smart. They teach in one way only, and doesn’t believe in individualized instruction, even though we all know that “low-income students and students of color tend to feel less “connected” to their schools than affluent and Anglo students, and that older students feel less connected than younger ones” (Schaps). As a future educator, sometimes I fear that I will become like one of these teachers, and I want to make sure that each of my students enjoy coming in class to learn, and is able to apply what they’ve learned to their unique lives. So for this inquiry project, I’ve decided to focus on classroom community. I believe that every great teacher establishes this concept in his/her classroom; without this concept, learning cannot happen. In this paper, I will define classroom community, discuss different ways to implement it in every classroom, and show the results of making an effort to keep it in your classroom.
Therefore, teachers teach the whole child since they maintain cultural identity of a student not only do they emphasize on the importance of academic achievement. Consequently, when promoting academic community for students, teachers play a role in responding effectively to the learners needs (Gay, 2000).
The learning environment connects the classroom to the community through a democratic approach. This community based learning brings the world into the classroom so students can implement social change and challenge social inequalities. The curriculum focuses on student experience and taking social action on real problems such as hunger, violence, and discrimination. It is important to instruct students to explore in group settings so they can work together to analyze and develop theories that can help each other and make a real different in the world. As a future educator, it is important to not only to teach my students the issues in our world, but how we can work together to find
School was designed to equally teach all children not only book knowledge but also offer practice in cooperation with others on a social scale. The home was designed to teach children right from wrong, to respect and obey authority, and how to socially function properly with others. Sadly, the parents ...
Mrs. Pollard and Mrs. Davidson would use the technique of management by walking around a lot during their lessons. This allowed them to observe the entire class and be able to notice details that may not have been seen if they simply remained in the front of the room. Mr. Leonhardt used his student’s names a lot. This served as a positive reinforcement for the students when they were doing a good job, and also was a way for them to know that they were not going to get away with any bad behavior. This was because the act of the teacher using their names to direct comments towards specific people almost made it seem like he saw and noticed everything that was going on. All three teachers also made a point to use more positive speech, rather than negative. This is effective because it lets students know what they should do or keep doing, instead of constantly reminding them what not to do. The students definitely responded better to the teacher’s positive comments, especially if their names were specifically mentioned as students who were doing what they were supposed to be
Teachers serve as the guiding force in a student’s life. They are responsible for molding a student’s personality and shaping his/her mental orientation. Teachers deeply impact our lives and direct the course of our future. One cannot deny the influence of teachers in one’s life. In fact, it would not be an exaggeration to say that, till a certain age, out life revolves around our teachers. They are our constant companions, until we grow old enough to come out of their shadow and move ahead on our own.
For some reason or another certain students are drawn to particular teachers while other students are more fond of others. In my life I have studied under three memorable teachers. Teachers with which I was able to connect, to laugh, to share my misgivings. While I may have been close with each of these teachers, it is very clear, in retrospect, that each was very unique, and represented an entirely different class of teacher.
Along these two weeks we have been prompt to make a recall to our own way of learning and why we became a teacher: Was it because coincidence, due to life circumstances, maybe because family tradition, was it a conscious decision or because someone influenced us? Whatever the answer is, we have to face reality and be conscious that being a teacher does not only means to teach a lesson and asses students learning. It requires playing the different roles a teacher must perform whenever is needed and required by our learners, identify our pupils needs and preferences, respecting their integrity and individuality but influencing and motivating them to improve themselves and become independent.