"Dangerously Thin"

Amanda writes:

In a discussion of changing cultural norms and Western culture's obsession with being dangerously thin, I show this picture. Most of the class agrees that the guy is quite handsome. Maybe he is from a fashion ad.

Then I show the whole picture, which reveals that this man is a landless farmer during the Great Depression.

"Hard Copy" word wall

In our disucssion about how to use the padlet word wall, Wes writes:

I could see something like this being very useful for a brainstorming session.  Of course this would assume they all have Internet access or you have provided a "hard copy" word wall.  I would give the students a topic or task and then have them brainstorm ideas that would go up on the wall.  We could then discuss the ideas.

Students help design space

In our discussion about using classroom space, Don writes:

As a corporate trainer, we sometimes have to make do with the classroom the client gives us.  Having a large column in the middle of the room or teaching in an L-shaped room are some of my favorite challenges.  Sometimes, I let the learners set the room up.  Let me explain...

I was doing team workshop for an administration that is part of the Department of Transportation.  They were having problems working together, communicating, making decisions, etc.  So, for this workshop, I made sure the classroom wasn't set up and kept the door locked until start time.  (That got them going.)  Then, when we got 'someone' to open the classroom, I walked in and exclaimed, "Oh no! The room isn't ready."  I asked the group, no one in particular, to set the room up while I went to talk to someone.  Then I stood in the background and watched how they worked together at a team, or didn't, how they communicated, who took charge, who stood there and did nothing, how they gathered ideas, how they made decisions, etc.  It was great stuff.  When the room setup was completed, I let them in on the secret and we debriefed the activity.  We then modeled process to gather everyone's input to get the best room setup and we were able to finish with a classroom layout that make more sense and satisfied everyone.

Building Community

Ashley writes:
I try to include projects that relate to every type of student. I engage in conversations with the students about their lifestyle (in a non personal way publicly) and share stories about mine. I try to show them that I can relate to them and that the things they go through I too have experienced. Since I teach culinary arts, i often choose dishes from native homes and have the students share their experiences about the food and how they or their families make it. I also have them pair up for an assignment where they interview their classmate about a dish they have never had before.

In what ways do you show students that you relate to them?

Open-Minded.

Gabriele's strength:
Open-minded.

To be educated means to learn to open your mind. An educator is someone who helps you to everyday open your mind a little bit more then the day before. Your mind is open when you don't take anything for granted, when you let things surprise you. As a garden on the top of a building.
As educators, how can we cultivate a classroom of mutual open-mindedness, where we can enjoy and delight in discovery along with our students? Do you have an example of this from your experience? 

Steady.

Don's Primary strength: Steadiness.  

The Tortoise and the Hare....I believe people from every country will have a similar story in their culture. What tips to you have regarding  keeping yourself and your students focused, moving ahead without wasting energy and getting distracted?

Enthusiasm!

Topic: What is ONE word that is a personal strength that you have honed or built from experience.  What sort of life experiences helped you build this strength? Perhaps you learned this when you were young; perhaps a more recent experience has shaped you.  How is this strength a tool that helps you teach?
Here is a post from Anastasia:

My word is ENTHUSIASM.
 I think that I was born with it. They say: "Fortune favours the brave" - I'd add "and the enthusiastic as well".  It's so incredibly important to give your heart to what you're doing. For me teaching can't exist without being enthusiastic, inspired and involved - I wish I could use all the three words!, otherwise it's just sheer presence and time-wasting. I'm working with individuals now; each time I am to put myself into somebody else's shoes, sometimes equal to a 8-year  old boy, the other time  to a 40-year old woman. This experience enriches you greatly but from time to time it's tough if it were not for enthusiasm.

My picture is from the USSR collection of pictures that reminds people of some funny and touching moments of the past.

As a teacher, what are you enthusiastic about? Are there ways to generate enthusiasm, build it? Please comment below.