By Jaime E. Martinez (auth.), Jaime E. Martinez (eds.)
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Additional info for A Performatory Approach to Teaching, Learning and Technology
00 for each person so some of us decided to check the classes out. That was the start of my martial arts training and I would continue that training until I was about nineteen. My training included many hours of practice and many conversations with Sifu (this is how we referred to our teacher) and my Wing Chun brothers and sisters about technique and practical applications. We were always eager for more techniques, we were always eager to learn. At first Sifu would lead the class and we always followed the same warm up routine.
I tried it and my voice sounded magnified and like it was coming out of a seashell. Ms. 00. There was a lot of evidence in the room that Ms. Rosario was smart, hard working and willing to put the things she learned in professional development workshops to good use. I saw that she was able to integrate technology into the classroom in efficient and helpful ways and she was creative. I also knew that she participated in school wide events, cooperated with teachers on her grade and contributed to the various committees that were active in the school.
Rosario couldn’t hear what I was saying to her. I was telling her that there was nothing that she could do to fix any of the things that she was complaining about and that she shouldn’t be stressing herself out. ” It’s hard to respond to someone who is immersed in problems in a way that is satisfying or immediately perceived as helpful. “Don’t worry about it,” is not an answer that anyone thinks is helpful. Similarly, pointing out that all of the educators that are currently working on these exact problems do not seem to be able to solve the problems either, does nothing to alleviate feeling frustrated and worried about what is happening with your classroom and your career.