THE ACT OF TEACHING CHAPTER 13-14 1
Chapter 13s outline:
I. What is a problem?
II. Sources of problems
III. What kinds of classroom-related problems to teachers face?
IV. Preventing and resolving classroom problems
A. Preventing classroom problems
B. Resolving classroom problems
1. The problem-solving approach (PSA)
a. Stage 1: problem identification and ownership
b. Stage 2: value clarification
c. Stage 3: analysis of the problem situation
d. Stage 4: rating the potential solutions
e. Stage 5: implementing and evaluating the best solution
C. Developing a problem-solving attitude
V. Some final thoughts
Chapter 14s outline:
I. Thanksgiving reconsidered
II. Characteristics of reflective practitioners
III. Benefits of reflecting on Teaching
IV. Developing reflective thinking
A. The reflective process
B. Becoming a reflective teacher
V. Some final thoughts
THE ACT OF TEACHING CHAPTER 13-14 2
Reflection
Chapter 13 of The Act of Teaching talks problems the types of problems that teachers face in
the classroom and how to solve or prevent these problems. We do not live in a perfect world;
thus, teachers may still have problems inside the classroom no matter how hard a teacher his or
her best. It is important that before trying to solve a problem, teachers must first find out where
the problem is coming from or what causes the problem. Fixing a problem without finding these
two ws will be an unwise act to do. According to this chapter, problems come when primary or
secondary need are not accomplished, as well as when job-related needs (Cruickshank, Jenkins,
& Metcalf, 2009). The chapter then mentions five categories of problems that most teachers face
which are:
1. Affiliation
2. Control
3. Parent relationships and home conditions
4. Student success
5. Time
In my experience as a student, student success problems are common and crucial because it
includes and affects the students directly. As a future teacher, I do not want my classroom to
have this kind of problem significantly, which would be very difficult and challenging.
Therefore, to prepare for this and for the other category of common problems mentioned in
the chapter, I must not only read books but also interview and ask help and questions from
veteran teachers. Research will also be beneficial in helping my understanding grow. As what
THE ACT OF TEACHING CHAPTER 13-14 3
the chapter says, Teaching indeed is challenging. (Cruickshank, Jenkins, & Metcalf, 2009,
p. 456). However, if I am really determined to follow and obey Gods call for me as a teacher
and aim to glorify Him in doing so, the common problems mentioned in the chapter should
not bother and discourage me, but challenge me to push further and continue even though it
is very difficult.
Chapter 14 talks about a skill that every teacher must have: being reflective. In this
modern-fast generation, young people, including myself, are encouraged to do everything
fast and follow what everyone is doing. It does not encourage the young generation to stop
and reflect. I have learned in my study in International Teachers College that we must reflect
and ask ourselves relevant questions regarding the subject or topic. This chapter talks about
the same thing. According to the chapter, reflecting helps a teacher become even more
efficient in teaching. Reflecting is not just criticizing, but looking at the teaching or
everything in different angles and perspectives. In connection to the previous chapter,
reflecting can help a teacher develop problem solving skills by reflecting on the problems. To
be honest, I need to practice more on being reflective in my studies about teaching so that by
the time I become a teacher, the skill is already embedded in me. I also learned from this
chapter that reflecting is not only done through writing but also through discussions,
interactions, portfolios, action research, and laboratory experiences Cruickshank, Jenkins, &
Metcalf, 2009). I may not see the result of reflecting immediately, but it surely can prepare
me in my future career as a teacher.
THE ACT OF TEACHING CHAPTER 13-14 4
