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WRITING

SELF-AWARENESS

RESEARCH

CLASSES AND PRACTICE TEACHING

ATTITUDE

PERSONAL GROWTH

CRITICISM

SUGGESTIONS





STUDENT SELF-EVALUATION REPORTS



FACULTY OF EDUCATION - UNIVERSITY OF TORONTO



1982/1983



PROFESSOR: CLAUDE BRODEUR, PH.D.

ASSOCIATE PROFESSOR OF PSYCHOLOGY

DEPARTMENT OF EDUCTIONAL PSYCHOLOGY





WRITING



"...my writing style has been altered since writing the research report.  It was an exercise that I was conscious of throughout the year in all my subject areas. Even in practice teaching when writing lesson plans, I was aware of writing clearly and briefly so as to be easily understood" (N.L. Hastings, Wednesday).





"Writing reports has improved my communication skills - both for other assignments at the Faculty and in writing outlines and lesson plans" (C. Cutt, Wednesday).



"Since September, my writing style has altered.  Now there is a start in phrasing my message or information in a clear, concise and simple manner. (My) writing skills (are) beginning to parallel (my) speaking skills" (E. Kowalski, Tuesday).



"I learnt that successful teacing requires a great deal of clarity and succinctness.  This was revealed to me in part by the writing exercises that I did this year in Educational Psychology..." (W. Bielak, Wednesday).



SELF-AWARENESS, NEW AWARENESSES



"...I believe that my thought processes have altered.  There is an attempt to clarify my thoughts and to consciously think about the outcomes of certain actions" (E. Kowalski, Tuesday).



"I am beginning to look at myself objectively, trying to see myself as others see me" (E. Kowalski, Tuesday).





"...at the beginning of the year when someone was talking I would only partially listen.  I seemed to be easily distracted.  Therefore I often missed most of the drift of the converstaion and repeatedly had to ask the person what they had just said.  Obviously, this was not only rude, but the conversation was not going anywhere.  We were not communicating.  During the year I have learned how to develop listening skills...(E. Woodworth Wednesday).





"I have a tendency not to deal with problems directly but rather make kexcuses for them or just postpone having to deal with them" (S. Weizman, Wednesday).



"I now realize that I am a left-brain person who is very logical and organized but unfortunately I am also neurotic.  I am obsessed with trying to be "good".  I am still trying to be "good" daughter, a "good" wife, a "good" mother, a "good student and now thte latest addition, a "good" teacher.  In order to achieve the state of being "good", I have become docile, pelasant, studious, kind and very unhappy because I just cannot pelase everyone" (S. Weizman, Wednesday).













"I came out of school several years ago with a strong `behavioural' bent and the understanding that I could effect change in individuals by simply manipulating the correct variable.  In some instances I found that besides getting the planned for changes, I also got hostility directed towards me....Our course discussion on para-language confirmed my suspicions that I had been the source of some of this reaction. I realize that in several conflict situations my body language was saying things ksuch as `I am in control' and "My way is the right way.' I believe that on those occasions where I encountered excessive hostility the individual was reacting to his or her perception of the arrogance contained in those statements" (H. Molesworth, Wednesday).



"I noticed that one of my shortcomings was lack of confidence, and thus made a sincere effort to change this.  This in itself has had an immense effect on the quality of my teaching.  I also had a problem with speaking too quickly while teaching.  After hearing about the cards you made in your office reminding you to relax, and idea struck me.  From that point on, I wrote SLOW DOWN all around the margins of my lesson plans.  Everytime I glanced at my plan, the words SLOW DOWN would catch my eye, and instantly I would slow down.  I haven't had a student complain about the speed of my talking for the past two sessions" (M. Moylan, Wednesday).







"This course has brought me to consider more closely other's reactions to me as a teacher and a person.  Through our class discussions on relationships with others and what we want from those around us, I have come to realize how intolerant I am of others.  For example, working in groups at the faculty of education caused me much frustration and anger - I was not getting the cooperation I needed to be my results.  These results were obviously not the goals of the whole group and by constantly being argumentative and aggressive, I caused the group to be even less productive....This breakdown in communiction I realized, was not limited to group work at the faculty of education - many of my relationships with oters had the same problem.  I was constantly becoming angry over behavioural traits of people which I could not accept.  I called them foolish and thoughtless, making no attempt to allow for weaknesses.  This inteolerance was constantly being communicated to others through my body language and my speech.  I might as well have worn a neon sign around my neck saying, "I dont' like you" (Lacalamita, Wednesday).









"I learned that I must listen to wlhat people are saying.  I have a tendency to get caught up and involved in projects and I whup out people and problems that would interefere with my owrk.  I am now looking at this character trait in my personality and I do not like it.  I am slowing down my pace in life and looking around more at acitivities taking place. I am ktrying to become less self-centered and more approachable" (N. Kadustki, Wednesday).







"During my practice teaching sessions I experienced the `power' of touch.  For example, when I laid a hand on a child's shoulder he or she was much more likely to respond positively to what I requested.  If a child was disturbing the class, ther mere touch of my hand on his/her shoulder was often enough to cause the misbehaviour to stop, without any verbal instructions.  This impressed upon me the importance of the senses in creating positive interactions between people" (D. House, Wednesday).







"I would also like to leanr more about myself.  I am going to have to learn to say "No" at times.  I would like to learn more about effectively dealing with stress and practicing relaxation exercises.  Often I feel tense or fatigued because I frequently burn the candle at both ends" (C.J. Davin, Wednesday)



"I am more conscious about how I teach in my classroom and I try to vary my teaching style in order to accomodate most learners"

(L. Bauman, Wednesday).



"On a personal level, the psychology course has helped me to asess what is truly inmportant to me, to re-establish more appropriate goals for myself" (S. Bender, Wednesday).



"It is important for me to learn more about what I want in life, learn to care less about what others think of me, practice more stress-reduction exercises, and learn to recognize my weaknesses and captialize on my strengths" (S. Bender, Wednesday).



"I have also learned that I do not fully accept people with values different from my own.  I have been brought up with a very strict moral upbringing and I now find that I react negatively to those who have different values (from mine).  My roommate is one such person, and I find it extremely difficult to relate to her.  This is one thing about myself I do not particularly like" (B. Buckton, Wednesday).







RESEARCH



"The journal search report was a good exercise to introduce the journals as sources of information.  I am now aware of the wealth of knowledge recorded in these journals and I used them while researching papers for other courses this year" (C.J. Davin, Wednesday).



"Delving into the journals was a stimulating activity for me" (C. Cutt, Wednesday).



"In writing the Journal report for Psychology, I was introduced to various articles and books regarding (discipline).  Through reading the articles and books I was exposed to a variety of techniques which could be used in dealing with a discipline problem in the classroom" (LM. Ciccarelli, Wednesday).



"My research on learning styles vs teaching styles for my journal- search report tok at least two full days of research in the library.  I wanted to be sure that the information that I found was valid and meaningful for my own experiences.  I am now aware that different teaching styles canbe matched withindividual elarning styles....I applied this new knowledge to a mathematics unit I developed" (L. Bauman, Wednesday).



"I learned about the psychology of teaching and people primarily by researching in the library and wriing down the results in essay or report format" (S. Bender, Wednesday).



"Doing research reports and case-studies helped me to become more precise in my observations and evaluations" (S. Bender, Wednesday).



"In my readings I noticed that the organization and structure called for inour reports was also very evident in journal articles and reports in Education" (W. Bielak, Wednesday).







CLASSES AND PRACTICE TEACHING





"In order to learn about the psychology of teaching and learning, I wrote a journal search report on the effects of reward on motivation.  This is the first time that I have ever learned how to use the jounral index in the library and I was amazed to discover the amount of research that has been done on a variety of educational topics" (S. Weizman, Wednesday).



"During my practice teaching sessions, I observed quite a few interesting behavioural problems, and trough later discussions with my colleagues we came to conclusions about how to deal more effectively with these problems.  I also wrote a paper describing a case study and a classroom observation report.  This experience has made me more aware of what is actually happening in the classroom from both perspectives, both the teacher's and the student's point of view" (S. Weizman, Wednesday).



"I consider many of the topics we studied this yar very important for teacher education, but the most important one is the importance and effect of touching.  I find this knowledge invaluable not only as a technique in the classroom, but also the practical application which touch has in many other situations as well.  I find myself using touch deliberately whith hostile students and also to ldemonstrate that I really care about my students as well as my own family" (S. Weizman, Wednesday).







"For my third report, I combined journal research with observation to produce a classroom observation report that was truly helpful to me.  I reported on low-profile techniques of behaviour control and field-tested it successfully during my last practicum" (P. Patrick, Wednesday).







"The class work in Educational Psychology has been extermely enlightening.  Lectures and group sessions have fostered some though provoking issues.  The personal focus of such issues as discipline, motivation and stress have helped to explain what I can do in these situation.  I appreciated class time devoted to guiding communication techniques.  Clarity of speech, writing and thinking was stressed....Interest fostered motivation and made each assignment a pleasure to complete" (D.L. Keefe, Wednesday).







"Having triggered my awareness, I found the discussions on stress and relaxation valuable.  In fact, much of the content kpertained to the improvement of mental health.  It provided coping skills for life" (P. Gingell-Cormier, Wednesday).





"I think the greatest aid, for me this year, in learning about how students learn was the opportunity given in classes to reflect on, and discuss our experiences in various classrooms" (B. Freeman, Wednesday).





"I applied these newskills and awarenesses (learned in class) during my Practice Teaching sessions.  The information I had learned about discipline, motivaton, giving instructions, and accessing and utilizing paralanguage and kinesics invaluable.  As the year progressed I became more efficient by applying the learning model in my approach" (C. J. Davin, Wednesday).



"The practice teaching sessions offered me a good opportunity to use someof the material covered in class (gives example).  Class attendance was very helpful for in every class new and interesting material was presented....The various films, teacher demonstrations and relaxation exercises contributed very much to my understanding of the various problems teachers may encounter in their classrooms" (I. d'Addese, Wednesday).



"Perhaps the one aspect of the course (Psychology) that has helped me to better understand myself and people in general is the "Learning Model" (M. Cosulich, Wednesday).



"Most of the time spent in the classroom was of little use to me....The most significant learning experience for me was practice teaching...Practice teaching was valuable because I could see the progress and improvement I was making as a teacher....The second most useful experience was participation n seminars in which I chose topics of interest to me.  I learned from what experienced teachers have to say, as well as the theory behind the learning" (S. Bender, Wednesday).



"I found my classes very interesting and found myself critically thinking about what had been said.  If I wanted to know more I would ask the professor at the end of class.  bradually, as my confidence in my qustions grew, I asked questions during the class" (B. Buckton, Wednesday).



"I believe discussions with other people to be one of the most valuable ways I learned" (B. Buckton, Wednesday).



"I have noticed that from these experiences (practice teaching) and from classroom discussions on human behaviour, my relationship with people has improved.  I can't say that I am no longer shy, but I can say that now I do not feel tense and terrified whenever I have to speak up in front of a group of people, be they friends, students, teachers or total strangers....This change has made me feel much better about myself.  It has increased my own selfesteem" (I. d'Addese, Wednesdays).



"Finally, I can only say that I havegained very much from this course.  It has helped me both on a personal and professional level.  I would certainly recommend it to others" (I. d'Addese, Wednesday). 



ATTITUDE



"As a result of what I've experienced and learned this year my desire is to be a `personable' teacher.  I want to be genuinely concerned about each individual child.  I want ot be a real, honest and caring person.  I wish to experience, feel and understand as much as possible, where others are at in their experiences and where I am at.  i want to be aware, using all the senses, of what it is to be a feeling person" (D. House, Wednesday).



"I have become more aware that people really learn by experience.  The teacher's role is more that of a guide, or advisor, rather than an absolute director" (B. Freeman, Wednesday).



"I found the most valuable learning activity was the application of my ideas in the classroom" (L. Bauman, Wednesday).



"The most important thing I learned was to become more outgoing and extraverted.  I believe it was a valuable learning to stand up for what I want or believe to be right" (B. Buckton, Wednesday).



"I also consider my learning about my biased judgements of others to be very important for my own personal development as well as for the interacton with my students in September" (B. Buckton, Wednesday).



"Prior to this year at the Faculty of Education I had always considered discipline harsh and unnecessary, maintaining rather a personal philosophy of freedom to explore interests and needs.  My practice taching sesssions, however, point out that my freedom oriented philosophy requires a disciplined attitude tht few students in the Junior division possess" (G. Ebbesen, Wednesday).



"At the beginning of the year I was fairly hostile and condemnatory to your approach.  I have since learned to become more open-minded, less judgemental, and receptive to new styles and ideas" (C. J. Davin, Wednesday).



"The study of psychology has made me aare that people are complex.  There are not easy answers.  Stereotyping and infantile psycho- analysis of others is misleading and unfair" (C.J. Davin, Wednesday).



"In September, I was concerned with the concept of teaching.  Now the question "what is larning?" is of primary importance to me" (C. Cutt, Wednesday)



"Throughout the year I have had a slight change in attitude towards the usefulness of behavior modification, particularly since viewing the film, "The Magician." This film illustrated to me just how much of a controlling effect one can have over people.  I find this potential for control over people to be very frightening" (M. Cosulich, Wednesday).



"Most importantly, this course has increased tremendously my attitude toward human freedom" (M. Cosulich, Wednesday).



"Finally, I have placed more importance on mental and physical health since the course began" (M. Cosulich, Wednesday).



"I am more cynical towards teaching than I was prior to attending F.E.U.T., but this more realistic outlook will hopefully benefit me in making more rational judgements about my future career choices" (S. Bender, Wednesday).



"I used to believe that most students are self-motivated to learn except those that are failing.  I have now noticed that all students need some external motivaton at some point" (L. Bauman, Wednesday).





PERSONAL GROWTH



"My philosophy of teaching has changed.  I acdept people for what they are; I try to awaken their interest in the subject I am teaching by being enthusiastic about it myself, but I don't force them to learn or memorize content alone....By focusing on my own happiness first, I no longer will try so hard to pelase others, instead others will (hopefully) benefit as a result of my happiness" (W. Weizman, Wednesday).



"I have ... noticed some changes in my relathionships with other people.  For example, I am no longer a nagging wife, a mother trying to dominate others with my own personal needs.  Instead I give others the greedom to choose and make their own decisions.  I feel this change in attitude will also prove beneficial in the classroom where it is important to be flexible and to involve students in making decisions....Some of my feelings have also changed as well.  At the beginning fo the year, I felt insecure and kafraid to speak in front of large groups, but now I feel more confident and relaxed" (S. Weizman, Wednesday).









"I now find myself stepping back and analyzing a situation before I jump in with both feet.  A lot can be said for spontaneity, but it also helps keep the blinders on" (R. Vickers, Wednesday).



"I believe that before this year at FEUT I did not have the self awareness that I do now.  In light of this fact, I have added more colour and dimension ot my teaching, my personality, and my perceptions of others" (R. Vickers, Wednesday).







"I have increased my powers of observation and concentration in order to learn more and to help others learn more....Prior to this course I was unaware of the value and effect body language has on learning.  For example, arranging the desks in groups as opposed to regulated rows creates a relaxed and informal atmosphere that is more conducive to generating discussion among the students" (C. McCrorie, Wednesday).









"Friends have mentioned that I seem less tense and more relaxed.  They also have said that I seem more receptive to listen to them about problems they are having.  Now that I am listening more I find that the people I thought I knew well I really did not know at all" (N. Kadustki, Wednesday).



"I read over the words notice, practise, remembering, timing, planning, reviewing one evening at home.  That particular evening when I came home I knew that something was wrong with my mother but I quickly blocked this thought out and opened up my notebooks.  I found in one of lmy notebooks the words that I have mentioned above.  I went to find my mother because I had indeed noticed that something was wrong and I found her weeping.  Apparently her broother had died suddenly and she was in a condition of slight shock.  I asked her why she had not told me when I had come home and she explained that she did not want ot interfere with my school work.  I was ashamed of myslef and I do not think I will ever forget this particular incident.  When I returned to the school that I was practice teaching at I put my needs away and started opening up the teachers and the students.  My students told me that somehow I changed in that they felt they could talk to me about anything and that I would listen.  I am now keeping alog book and I record what happens during my day and try to see if I did shup anyone out.  Trhough the experience I have mentioned I have learned that some people in this world really do need me and some day I amy need someone to talk to and this is why I am trying to rectify my character concerning this matter" (N. Kadustki, Wednesday).





"This course has made me realize that only by being honest with oneself can we really succeed.  Self-analysis has made me moe deteremined to overcome my shyness, a very disturbing factor in my life" (I. d'Addese, Wednesday).



"I think I am now communicating more clearly and avoiding the safe ground of generalities.  My ideas and statements are more specific.  Organization ofmy time is improving --it has been necessary for me to establish priporities" (C. Cutt, Wednesday).



"Through continued learning experiences and workingwithmore effective models, I now believe in my own strategies (of motivation and discipline) and have the confidence to assert myself" (C. Cutt, Wednesday).



"The most imporatant learning experience for me was to care about the students....I have learned from discussion and experience that a student knows if the tacher cares if they learn or not" (M. Ciccarelli, Wednesday).



"I now find it much easier to simply introduce myself to someone and begin a conversation" (W. Bielak, Wednesday).



"I am less reluctant to experience new things, new people, and new situations" (W. Bielak, Wednesday).



"I have become much more willing to accept criticism and adapt to change.  My experiences at the Faculty have enabled me to be more receptive to change..." (W. Bielak, Wednesday).



"Throughout my undergraduate years, I never asked any questions or spoke out in my classes.  I have learned that if I am going to learn, I must become actively involved in the learning process.  This often means answering and asking questions" (B. Buckton, Wednesday).



"Before coming to the Faculty I do not feel I put as much emphasis on how to effectively deal with other people" (B. Buckton, Wednesday). 



"In the past years I used to scream very often in the class when anything happened. (Now I feel more comfortable and relaxed because I understood that better results can be achieved by only being calm and relaxed)" (S. Cancelli, Wednesday).



"I have learned to listen more and speak less to both students and teachers....I have learned to be more patient" (M. Ciccarelli, Wednesday).







CRITICISM



"The assignments given to us in class were excellent.  I did not feel this way initially, but I do now because I am able to see exactly what I received from them.  My ability to reason, communicate, listen and understand have been greatly increased because of the class.  Through the use of the library and the reading I did for the journal-search report, I was able to help other students find materials.  Iwas also able to draw on the materials for some of my other classes.  For example, discipline is a topic covered in the Faculty in many classes.  My initial exposure to discipline, enabled me to contribute ideas, methods and concerns in my other classes.  I was able to draw on this information in my practice teaching experiences.  I found my self lnoticing how klmy associates handled problems and was able to determine the effectiveness of the methods and outcomes.  This was further developed through the clas observation report.  It is acutally comforting to be able to look at situations in depth and see both the positive and negative consequences of certain actions" (E. Woodworth, Wednesday).



"I honestly feel that this year has increased my self awareness and ability to communicate (E. Woodworth, Wednesday).



"My most valuable learning experiences this year include the acquisiting of those observation shkills that heightened my conscious awareness of people..." (H. Sebben, Wednesday).







"The single most intrusive problem plaguing me this year was `discipline.' Each practicum I would leave the Faculty experiencing greater fear that I would lose control of a class.  The`learning' that helped me most was learning to think of abstract concepts (`discipline') as concrete bits of behaviour" (P. Patrick, Wednesday).



"I enjoyed the psychology classes and found myself looking forward to our Wednesday sessions.  The hour following Wednesday's psychology class usually found a group of us continuing the discussion that had begun in class.  And this often continued with my husband, who being a teacher, found it very interesting.  The relaxation tapes also came in handy during stressful periods during the school year....Generally, I discovered that this psychology class provided valuable insight in my other courses.  And the research on discipline was very sueful for a group presentation on the same topic (in another course)....I have suffered from a stress-related condition for a few years and found both my physical and emotional condition improving through the relaxation exercises....This psychology course proved to be much more useful and insightful than I had originally anticipated.  I had expected more in the line of case studies and how to handle certain situations in a classroom as a teacher.  However, I have found that your style of organization and presentation to be much more valuable.  By providing the tools through your learning model I am prepared for all situations..." (J. Robinson, Wednesday).







"The learning model you introduced to us this year has been very useful to me....My three psychology assignemtns all added to my learning.  My report about "Corporal Punishment and Alternatives to Discipline" was quite informative.  While researching it, I was exposed to a cross sections of views on the subject.  However, my reallife experiences and mucy of the literature I have read on the topic, confirm ot me the ineffectiveness of corporal punishment in permanently changing undesirable behaviour.... My Case Study and Observation Report helped a great deal in learning about the psychology of people.  They forced me to carefully examine problem situations and notice all I could about the incidents.  The open ended discussion questions I created seemed to be useful....Several of the articles you handed out were very useful.  Such articles as "Are We Really Teaching," "The Challenge of Teaching," "Suggestions for Teaching," and "Learning to be Clear," were especially useful.  They brought many new ideas to my attention and stimulated much personal thought" (M. Moylan, Wednesday).



"The method of writing a report you taught us for our Journal Search reports, has been very useful.  My job at the Children's Aid Society rquires me to write reports on a regular basis.  I have used a similar method in writing these reports and find it very clear and effective.  My supervisor commented on the quality of my reports and asked me to demonstrate my format to the other part-time staff" (M. Moylan, Wednesday).



"The lecture on motivation you prsented was also very userful.  It helped me to examine my studetns more carefully and discover how I would get them to do what I wanted them to do, while at the same time having them believe there is something useful in what they are learning" (M. Moylan, Wednesday).





"There is specific material presented in this course that I have found useful inother courses.  For example, the performance management model with its basic principles of positive and negative reinforcements (reward and punishment) served as a basis for a study of Propaganda which I made for a course in Semantics" (C. McCrorie, Wednesday).



"What I feel to be the most important learning activity that I experienced in the course is the learning model....Another valuabel learning experience was the information on stress and the related relaxation exercises....I found the relaxation exercise involving deep breathing and concentration beneficial in relieving stress and rejuvenating energy" (C. McCrorie, Wednesday).



"During these last eight months at the Faculty of Education, I feel that I have learned more about people and myself than during any other period of my life....I notice that I am more patient with people, especially children" (E. mcFarlane, Wednesday).







"Perhaps the most important knowledge I gained stemmed from the learning model.  It heightened my awareness of human behaviour through noticing. ...The strategies for motivation explored in class provided a thorough background from which I could apply those most suited to each practice teaching setting.  Similarly, discussions of methods of ldiscipline and the rationale behind them proved to be involuable during practice teaching sessions.  The practical application of oknowleedge gained through course work kenhanced the learning experiences significantly" (D.L. Keefe, Wednesday).







"As a student teacher, I want to be able to apply my learning experiences at the FAculty to both my occupational and private life.  I believe that I have been able to apply much of what I have learned and observed this year as a resulty of many of the insights I have gained through studies in Educational Psychology" (D.L. Keefe, Wednesday).









"Most of what I learned about the psychology of people came from class lectures and assignments.  The assignments were useful in helping me learn about psychology.  They made me think about issues presented in class and to reflect on situations that came up in practice teaching" (N.L. Hastings, Wednesday).







"During this year, I have most appreciated an opportunity to reflect upon myself.  It is something which ahs been neglected because of busy schedules.  The content of this course has encouraged self-assessment, and increased my awareness as to the neglect of this.  I enjoy reflective thinking and once again resumed writing poetry as a means of reflection and relaxation.  Becoming `in touch' with my thoughts has helped me to grow, and develop this comfort with myself....My participation in this course has been extremely beneficial" (P. Gingell-Cormier, Wednesday).



"This course has taught me that I can learn about myself through a group involvement, and I would not hesitate to participate in workshops which I believed could further increase my awareness about mental health and personal growth" (P. Gingell-Cormier, Wednesday).



"Although I majored in psychology in my undergraduate (studies), I found this year that my understanding of the psychology of people became quite different....My previous studies were quite vague, dealing with people in general.  However, this year I've become much more aware of the uniqueness of the individual.  It's good to have a general knowledge and understanding about people but ... true learning occurs when you begin to deal with people, children in particular, on an individual basis" (D. House, Wednesday).









"...I, and many others I have spoken to, agree that the Faculty's insistance that a well-prepared lesson plan effectively stifles potential discipline problems is simply not supported by actual, day-to-day classroom experiences" (G. Ebbesen, Wednesday).



"The classes were informative.  Hand-outs were useful.  I found the test packages interesting and enlightening.  In addition to the lectures and written material I learned a lot by sharing ideas with other students in group discussions" (C.J. Davin, Wednesday).



"With respect to the psychology of teaching and learning the models outlined in class were informative and valuable" (C.J. Davin, Wednesday).



"I found that most of your lectures were exciting in terms of applying the concepts of psychology to the field of teaching.  However, I felt a sense of frustration when the course did not go into greater depth and detail.  The source of the frustration stemmed from the idea of seeing something interesting, but having no undrstanding of how to apply the concepts presented in a classroom situation" (M. Brizinski, Wednesday).



"I found the information on accessing cues and body language to be fascinating and extrememly useful.  The films on the brain were interesting but a little too technical.  Suggestions on increasing awareness and observation of student behaviour and what to look for were always useful and appreciated.  The exercise on cross-over mapping was very interesting and informative.  This was something I had never noticed before.  It provided me with valuable information about studetns defocusing when asked a question.  I enjoyed the excerpts read from Anger and the Rocking Chair and I would like to learn more about Gestalt Awareness" (C. J. Davin, Wednesday).





SUGGESTIONS





"I think it would be helpful to look at specific case studies and compare observations and opinions about the types of behavior problems....I would also like to see different ways that we can cope with seemingly impossible students without `burning out' in a matter of weeks" (B. Freeman, Wednesday).





"If the school year was extended, I would lkie the course to focus on solutions to specific motivational problems.  I would enjoy it, if the problems were discussed in small groups, and the solutions presented to the class for their comments.  At the end of the seminar your evaluation of the propsed action would be appreciated" (M Brizinski, Wednesday).