In the article, it talks about how teachers were permitted at some degree of personal discretion in the selection of content and materials. I think this is still applicable in 2021 as teachers been trying to move education for that cater more for the students and to teach material on students' needs. To focus more on what the students' truly need and how they can learn more effectively and more engaged, there are still options about the kinds of classroom structure. I believe in another part of the article, the idea of being reflective and unreflective and how it's defined is still very true in Vancouver today. It's something that I have been thinking a lot lately - that teaching is not just about getting the information to the student, but making sure that I'm openminded, which is to actively listen to more sides than one and be open to the possibilities of mistakes within beliefs. Something that really caught my attention was about how our ideas are only ideas because it's a widely accepted view, and it's not something we actually think about and believe in, and not something we have examined carefully. I find that a lot of us share our experiences and views only because it aligns with whatever topic the class is talking about, but we don't always think about what makes that certain experience good or what needs improvement.
After reading the article, I find it very interesting that they include possible opinions that disagree with the claims made in the article. It helps the reader analyze and think more about why using reflective teaching skills works. I would say it allows more room for the readers to explore and to help with any possible questions raised while reading the bold claims of the direction education was moving towards. Some of the headings or beginnings of a section start off with a question to help teachers think critically since they plant a question that would motivate you to think of possible solutions or answers to it.
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