5.What questions are you living at this stage of your life from “How can I get up in the morning? To “ How can I become a good teacher? Are the questions you are now living the ones you want to live? If not, what questions would you like to be living? How might you hold these questions at the center of your attention?

 All the mornings I get up with news goals in my mind about teaching, because my life is constantly changing, now I have the responsibilities on my hands. I want to be a good teacher, a person who my students may truth. Not only as teacher but also  as person.  I want to use several tools which are going to be meaningful in the process of teaching. I want to become an effective teacher to help my students to develop their skills,  I am living every single experiences as a teacher, I am get accustomed to have a good communication with my students, so I try to do my best and build effective lesson plans for apply into the classroom. I have been learning techniques, tools that I considered useful for my students into the classroom. 

     4  Palmer discusses six paradoxes of pedagogical design (pp.73-83).Choose one to focus on.  Share examples of teaching environments you have experienced where this paradox is honored.  Have you ever been in a classroom where only half of the paradox was honored while the other half was ignored? Describe what that classroom was like.

In this case I chose “space should invite the voice of the individual and the voice of the group” why? Because, I’m practitioner at Insa , and in this place is so difficult to do an activity where studets may feel motivated to participate or ask some questions that I do in classes, it’s not easy to work with this kind of students because they are afraid to talk or share their ideas with their classmates, Sometimes students don’t feel good or comfortable for express their ideas, but we as teachers must help them to improve their skills.

      3.Describe a moment in teaching when things went so well you knew you were “born to teach” and compare it to a moment in which things went so poorly you wished you had never been born! Name the gifts that made this good moment possible—not the techniques you used or the moves you made, but your qualities.

The moment that I felt so good in teaching was the most wonderful day. I considered that I was able to teach, because I like to establish communication with children, teenagers and adults if it can be the case. It was more than my dream. It was my life. I think many positive things. I was exciting to be an English teacher; I believe that everything in teaching have to be perfect but my second class was a disaster. I felt bad and I didn’t want to continue with my major. I felt that I couldn’t be a teacher because I didn’t have the ability to teach. Students couldn’t pay attention to me. They talked too much in class and took the class as a game. So, it was terrible for me I didn’t feel motivate in that moment because I couldn’t control the class. All of these emotions made me reflect about the way aren’t easy, if I want to be a teacher, I must face several problems or doubts. Those moments were tools for understand my goals and how I can get it. 

2. Name some of your key gifts or strengths as a teacher. Now name a struggle or difficulty you commonly have in teaching.  How do you understand the relation between your profile of giftedness and the kind of trouble you typically get into in the classroom?

 

I can identify some strengths , that I have in this process of teaching for example: I have the ability to talk in front of many people, so I don’t feel nervous, when I teach in front of my students, something else is the struggles, that I have at the momento to explain a topic , because I explain everything clear, discipline into the classroom is so important, and i consider  that I can controll the class, activities, participation,exercises,etc. But I have my difficulties to teach a class, this is that I cant write well on the board, this is the most difficult thing for me , because I don’t consider that I have an excellent letter, as a result I’m not a creative teacher, I consider that prepare many materials can be frustated for me, I don’t develop this skill, I prefer to work without colorful materials.

       1.   In what ways have you experienced “suffering” as a student teacher? Has your suffering had any redemptive quality to it; that is, has it made you heart larger? What would help you deepen the redemptive quality of the suffering your experience in your work?

To be a teacher is so difficult, sometimes we suffer into the classroom with some students at the momento to teach , they don’t want top ay attention to us for any reason, or they talk to much in class. I remind that the last week, I was teaching the topic “THERE IS”, I began the class asa always with a warm up, and there was a boy , he was making noisy in class, and he did’nt want to participate in that activity , when I began the warm up, he told me “teacher, don¡t you have to do anything else?, because I want to have a free hour, in that momento i felt so bad, I felt nervous, because all the students looked at me, and I could’nt do anything, i dind’nt want to answer his question, only i said “ok who want to be in the class, please pay attention”, It can be a way to suffering as a students teacher, It is not a comfortable momento for me, but we as a teacher will face many others problems in this process in teaching , we must over come and improve this situation in a better way. All of this problems make me learn about every silgle mistakes, and then they will be experiences, so these exeperiences will help me to reflect about “what I’m doing as a teacher” or which things I may change and recognize in which areas I can be fail.

CHAPTER III THE HIDDEN WHOLENESS: PARADOX IN TEACHING AND LEARNING

Palmer writes that we are trained to “think the world apart,”dissecting it into either-ors, but we need to learn to “think the world together,” embracing opposites and appreciating paradoxes.
The principle of paradox can guide us in thinking about classroom dynamics—and in designing a teaching and learning space that can hold the community of truth.

Evelyn Fox Keller says of Nobel Prize—winner Barbara McClintock that her knowing came from “the highest form of love, love that allows for intimacy without the annihilation of difference” (pp. 55).  Does this kind of love have a place in education? If not, why not? If so, how might it be taught? How might it make a difference if we could teach students to love the world in this way?

In my point of view this love takes place in education because teachers must educate their students with love, and must treat all students equally without preference. Equity is important in the classroom as all students have the ability to learn in an environment full of love, understanding, respect, responsibility. Every teacher can prepare this process as best as we can, first we must approach this love into the  classroom teaching so that our students can focus this love with others. We can make a difference starting in the classroom and that is where it starts to create an atmosphere of harmony and teaching and our students can learn not only knowledge if not humanity with others