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Teachers as Caretakers: The Difficulties of Translating Ideals Into Practice

Teachers as Caretakers: The Difficulties of Translating Ideals Into Practice

Stacy Loyd
Copyright: © 2020 |Pages: 13
ISBN13: 9781799829713|ISBN10: 1799829715|ISBN13 Softcover: 9781799829720|EISBN13: 9781799829737
DOI: 10.4018/978-1-7998-2971-3.ch006
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MLA

Loyd, Stacy. "Teachers as Caretakers: The Difficulties of Translating Ideals Into Practice." Cases on Emotionally Responsive Teaching and Mentoring, edited by Ann M. Ellsworth, IGI Global, 2020, pp. 60-72. https://doi.org/10.4018/978-1-7998-2971-3.ch006

APA

Loyd, S. (2020). Teachers as Caretakers: The Difficulties of Translating Ideals Into Practice. In A. Ellsworth (Ed.), Cases on Emotionally Responsive Teaching and Mentoring (pp. 60-72). IGI Global. https://doi.org/10.4018/978-1-7998-2971-3.ch006

Chicago

Loyd, Stacy. "Teachers as Caretakers: The Difficulties of Translating Ideals Into Practice." In Cases on Emotionally Responsive Teaching and Mentoring, edited by Ann M. Ellsworth, 60-72. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-2971-3.ch006

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Abstract

Student-centered learning communities require intentionality, reflection, and an endearing commitment to care. This chapter demonstrates that despite years of experience teachers can still experience disillusionment when the ideals they hold tightly are challenged. During times of disillusionment and struggle it can become easier to let go of personal ideals of care for individual students, the collective learning community, and for teacher's self-care. However, students are competent human beings who can rise to the challenge of caring for each other in beautiful ways, reminding us all of the importance of student-centered learning.

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