Elite Ben-Yosef
Every person is engaged in learning all the time, since birth.We can all learn new things in different ways, at different times, in different environments and at our own pace (no one learning process fits all). The aim of teaching is to see each learner positively, as a whole human being who can and wants to learn and succeed and has the right to do so. Our amazing challenge as teachers at any level and situation is to find the learner's strengths, wants and needs and coach them on their way toward achievement.
Address: Great Neck, New York, United States
Address: Great Neck, New York, United States
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combined these with passionate presenters and our focus was always the student. The result was an invigorating experience for our participants as well as a wealth of ideas and practices to carry away regarding multiple ways to interest, motivate and engage students in school learning, something that is getting more and more elusive in these times.
Visit my website www.literacy-power.com
View "A pedagogy of fusion" on my website http://literacy-power.com/site/pedagogy1/the-learning-process
increasingly find themselves marginalized in classrooms, where they receive schooling but rarely
a meaningful education. Under the prevailing deficit approach, students who are different from the mainstream in terms of race, ethnicity, language, appearance, sexual orientation, children who come from low income families, from the wrong side of the tracks or those labeled with any kind of ‘dis’ability, are considered less able to succeed in school. This chapter will show how, by appropriating an ability approach to all learners and bringing their lives and stories into the classroom, we raise possibilities for better teaching and learning experiences. Pedagogies of ability acknowledge and make use of the myriad colors that make up our classrooms to create the promise of a just and meaningful education for all students.
Children of work migrants from all over the world found their way to the Byalik school in Tel-Aviv, Israel. The faculty here rethought their mission as educators and reconceptualized schooling for the specific population. They developed a unique pedagogy that assured the inclusion of all students in a meaningful and successful learning experience.
Visit my website http://www.literacy-power.com/
See more students' responses to reading.
When we work with creative reading responses, it doesn't matter if the student has read every page or if she liked the book. It makes no difference if the student is rereading a book he likes or what “level” the book might be, or whether only the action parts or the dialogue were read. Real independent reading is ultimately about some form of thoughtful engagement with a text and our personal enrichment. Every student responding to a text achieves success, and by sharing the responses with the class, all of our experiences are enriched.
Visit my website: http://literacy-power.com/site/galleries/women
See portraits created by the women/students
women of the orthodox Jewish Chabad community, leave
their children, husbands, and homes to attend a shiyour- a religious
lesson given by and to adult women. Within a situation of
restricted access to literacy, the teachers use specific texts and
language to reproduce cultural knowledge regarding group and
personal identities. Deconstructing the shiyour will demonstrate
the function of these literacy events in reiterating group borders
and creating social and temporal networks, while covertly serving
to uphold the traditional gender hierarchies that allow only
men of the community access to public power and formal status
positions. Some women, however, manage to turn around this
literacy practice into an empowering and equalizing experience.
Keywords: inner-city youth, literacy, counter-narratives, agents of care, trust, sharing of stories, critical theories.
I am a powerful woman.
I hold my head high." (Maru)
Visit my website:
http://literacy-power.com/site/community-work1/glory-house-ny
View the video that goes with this article: "Finding Voice"
(https://www.youtube.com/watch?v=Hf0I_bhnkEg)
From being stuck in a quagmire, the Tel-Aviv school reinvented itself through processes of reflection and action to the point of becoming nationally and internationally recognized for educational excellence.
A video I made of the school and its pedagogy can be found at my website:
http://literacy-power.com/pedagogy1/the-learning-process : A pedagogy of fusion
or at
https://www.youtube.com/watch?v=mN7eZ_MtbAQ
combined these with passionate presenters and our focus was always the student. The result was an invigorating experience for our participants as well as a wealth of ideas and practices to carry away regarding multiple ways to interest, motivate and engage students in school learning, something that is getting more and more elusive in these times.
Visit my website www.literacy-power.com
View "A pedagogy of fusion" on my website http://literacy-power.com/site/pedagogy1/the-learning-process
increasingly find themselves marginalized in classrooms, where they receive schooling but rarely
a meaningful education. Under the prevailing deficit approach, students who are different from the mainstream in terms of race, ethnicity, language, appearance, sexual orientation, children who come from low income families, from the wrong side of the tracks or those labeled with any kind of ‘dis’ability, are considered less able to succeed in school. This chapter will show how, by appropriating an ability approach to all learners and bringing their lives and stories into the classroom, we raise possibilities for better teaching and learning experiences. Pedagogies of ability acknowledge and make use of the myriad colors that make up our classrooms to create the promise of a just and meaningful education for all students.
Children of work migrants from all over the world found their way to the Byalik school in Tel-Aviv, Israel. The faculty here rethought their mission as educators and reconceptualized schooling for the specific population. They developed a unique pedagogy that assured the inclusion of all students in a meaningful and successful learning experience.
Visit my website http://www.literacy-power.com/
See more students' responses to reading.
When we work with creative reading responses, it doesn't matter if the student has read every page or if she liked the book. It makes no difference if the student is rereading a book he likes or what “level” the book might be, or whether only the action parts or the dialogue were read. Real independent reading is ultimately about some form of thoughtful engagement with a text and our personal enrichment. Every student responding to a text achieves success, and by sharing the responses with the class, all of our experiences are enriched.
Visit my website: http://literacy-power.com/site/galleries/women
See portraits created by the women/students
women of the orthodox Jewish Chabad community, leave
their children, husbands, and homes to attend a shiyour- a religious
lesson given by and to adult women. Within a situation of
restricted access to literacy, the teachers use specific texts and
language to reproduce cultural knowledge regarding group and
personal identities. Deconstructing the shiyour will demonstrate
the function of these literacy events in reiterating group borders
and creating social and temporal networks, while covertly serving
to uphold the traditional gender hierarchies that allow only
men of the community access to public power and formal status
positions. Some women, however, manage to turn around this
literacy practice into an empowering and equalizing experience.
Keywords: inner-city youth, literacy, counter-narratives, agents of care, trust, sharing of stories, critical theories.
I am a powerful woman.
I hold my head high." (Maru)
Visit my website:
http://literacy-power.com/site/community-work1/glory-house-ny
View the video that goes with this article: "Finding Voice"
(https://www.youtube.com/watch?v=Hf0I_bhnkEg)
From being stuck in a quagmire, the Tel-Aviv school reinvented itself through processes of reflection and action to the point of becoming nationally and internationally recognized for educational excellence.
A video I made of the school and its pedagogy can be found at my website:
http://literacy-power.com/pedagogy1/the-learning-process : A pedagogy of fusion
or at
https://www.youtube.com/watch?v=mN7eZ_MtbAQ
We would like to hear about work that aims at developing self-leadership and agency with learners in ways that can bring about transformation and hope for individuals and communities.