All participants could write notes on special tulips (yellow and red) during the dialogue in the table-sessions. Here you can find all results of two days symposium.
One-on-one (in the classroom too)
Observing the process of learning without intervening
Tip: the classroom experiment (youtube)
Being respectful to every talent
Entering the world (what is actual)
Different standards at different levels.
How tot hink. Being quiet
Openess to/with e/ders
Action competence (solving problems together)
Relation is the base – personalized learning
10 seconds-feeling; feeling of safety
Openess & connection
Being accepted (love; being acknowledged
I’m really grateful for being here, for being able to share, to see so many good practices, to connect with people. It has been very inspiring for me and I have gained new insights I will share with my colleagues.
Strong conviction, from this experience I take with me.
Dare to be yourself, all the way your purity will be rewarded with mutual love.
Children are actors for their own learning.
Well being is to be able to take the rough with the smooth in your learning path.
Bestaan kan iedereen, er zijn vraagt moed
To be takes courage (Ingmar Heytze)
Blijven leren in professionele gemeenschap
I am really grateful for being here, for being able to share, to connect with people and t oremember together that we have the privilege and the responsability to unfold human potential.
Bemoediging – open – mogen leren – kwetsbaarheid – authentiek – voorbeeld – echt conflict ook aangaan.
Respect for uniqueness of each child
Create safe space for child to express her/himself
Offer surrounding for child to become creator actor
Questions: What is necessary for teachers to dare to be vulnerable?
How important is choice for pupils in order for them to develop their potential?
Discover a language to connect!
Participatory approach “it’s not about me,. It’s about us”
Who is the teacher? à educator!
Show interest in pupils
Het erkennen en verzorgen van de unieke waarde van de beginnende leraar in het collectief van leraren in de school
Narratives: (what?, how?, why? – sense)
Inquiry of Critical incidents from personal biography
- Dialogue –> construction of meaning
Leadership – the inner voice? Of a system
The heart of interaction a condition for learning
Human being – seeing, feeling, acknowledge
Passion is contagious
Onzekerheid ten toon spreiden, voorleven en anderen uitnodigen daartoe
When a child feels save in the school, he is prepared to learn
Bewustzijn van je mensbeeld van kinderen én leraar
If we want teachers to help children to be free & responsible subjects in the world, we need to leave room for the teachers to be (become) free & responsible subjects in the world (flip the system)
Selfconfidence? It is good not to be sure. Uncertainty is good! ‘negative capability’
Het belang van ERVAREN
Finding your critical friend as a reflective teacher
What is happening here?
Re-search to search (and search, and search to route a next step) and whistle a tune ….!
The heart of teacher education in love for the world, and its plurality
The narrative you bring
As a teacher there is ongoing learning
Learning to see children
Learning to look at children
Learning to emphatize with children
Learning to feel what children need
I want to make a bow for all the students. They are not only our mirror but also our beautiful rays of light, for the future
Passion & love for teaching
Learning to self reflect and other professional experiences can shape the way you teach/interact with students
Provide insight as to what you are capable of as a teacher to offer to students
Being an artist
(re) create perform + improvise!
Here & now
There and then
Ontwikkel vanuit waarden, maar deze waarden krijgen betekenis door in de school continu elkaar te bevragen over deze betekenis.
Je eigen behoeften als leraar herkennen en leren herkennen bij anderen
Theorie en leven verbinden
Perhaps the mask/role of authenticity is a more fruitfull basis for working together than the other mask. Authenticity ≠ wo you really are
In the heart of learning: pupils
The heart of teachers training:
* knowing yourself
* reading children
At the heart of teacher-pupil interaction lies interaction
Real interest in children –> trust!
Focus not only on capacity but also on the inner drive
Able to be vulnerable in safe space
Able to become your best self
What makes a teacher a teacher – translated by teacher-education training degrees? / what is the profession of teaching?
Teaching improves by actual practice. Be flexible – learning what works
Doe maar narratief i.p.v. grammatica
Creating experiences à reflect on new insights –> learn
On all levels; children, teachers, collegues, etc.
Create appearance and let appear what wants to appear
Make, take and let space
Erkende ongelijkheid binnen een team van leerkrachten, waar een ieder van elkaars sterke kanten kan leren.
The word ‘wrong’ is wrong!
Teacher education should look at/like Art Schools
It took him 6 years! Let time be your friend
Shared leadership is the key for a community of learners/community of inquiry in the school
… learning about yourself, to learn about somebody else …
Forever ongoing teacher support
What if being ‘authentic’ is not good for the world?
The power & possibilities of dilemma’s
* Teacher reflection
* Helping students understand their talents and journey
Teachers can play an important role in creating an inclusive society. Question remains what kind of pedagogical methods speak to an inclusive society
Teacher-education is more and more about the society we with to live in; that we wish to create / shape
To ask what kind of people can/need to be part of the society
Strong vision and persistence in pursuing it
You cannot be a teacher and not have a biography
TRUST <– in own pedagogy – creating a safe ‘can do’ space
The way you teach has an incredible impact on the way children wille have and believe in themselves. Teachers have a responsibility to be aware of the dynamics of expectation
An inclusive society could be improved by obliying teachers to teach ‘social studies; in addition to their own classes / teaching how you can be your own person.
Responsible for all your interactions
Je kan niet afdwingen dat leerlingen je een goede les gunnen; je moet aanvoelen wat nodig is. Balance of co-creation between teachers and students and using the curriculum
Leraar wel als verantwoordelijk voor het initieren van de wederkerigheid van de relatie
The relationship is a prerequisite for learning that takes vulnerability and authenticity for teachers and students. How to stimulate that? How to make that more important when it is not easy to measure it?
When we share pedagogical values ….
We should hold hands, link hands with other schools