5.What questions are you living at this stage of your life—from “How can I get up in the morning? To “How can I become a good teacher? Are the questions you are now living the ones you want to live? If not, what questions would you like to be living? How might you hold these questions at the center of your attention?

Well at this stage of my life I ask how can I become a good teacher? That is the most important I think so, because I know I am the person who is infront of a group of students and I have to guide them to make good decisions, face to the real life, give the tools to be brave to be sure about their ideals and I need to be prepared in any moment to any circumstance.

I also think I need to be on track not only with my subject English, but also with mathematics, literature, geography, sciences, physical education, but also technology, fashion, music, sport, and so on because those are the topics that they are interesting on.

4.Palmer discusses six paradoxes of pedagogical design (pp.73-83). Choose one to focus on.  Share examples of teaching environments you have experienced where this paradox is honored.  Have you ever been in a classroom where only half of the paradox was honored while the other half was ignored? Describe what that classroom was like.

The space should invite the voice of the individual and the voice of the group

Students must be in an environment when they feel sure, authentic and unique, so we must involve and encourage to express their ideas, feeling, confusions, fears, emotions,prejudices,but also the classroom must be the place when they affirm, answer, say each point of view, debate, make conclusions. All of them have to listening carefully to every idea, thought, In order to find a solution not only related to the subject but also to real life, in that way they will able to express their ideas and to listen to another person’s idea. page 75-76

3.Describe a moment in teaching when things went so well you knew you were “born to teach” and compare it to a moment in which things went so poorly you wished you had never been born! Name the gifts that made this good moment possible—not the techniques you used or the moves you made, but your qualities.

I remember one moment when things were so well all the students paid attention, I began the class, I explained the topic, they understood all, we practiced we have fun and I thought I like this I really want to be a teacher. One day before I prepare my dynamics, i wrote my lesson and everything was great. But then I have problems with my student’s behavior and I said oh no I do not want to deal with that, because some of them did not understand and they were talking, and doing anything else, but they did not pay attention, so I wrote some rules in the classroom, we had to respect the subject, the teacher, the classmates, we have to participate in the classroom, we are in charge of the environment of the classroom, we have to pay carefully attention, we have to respect other’s ideas and so on page 74

2.Name some of your key gifts or strengths as a teacher. Now name a struggle or difficulty you commonly have in teaching.  How do you understand the relation between your profile of giftedness and the kind of trouble you typically get into in the classroom?

Well as I teacher I have the power to involve my students into real life.

They can desire between the academic and the a strategy, my respect for may student’s stories that is no more or less than my respect for the scholarly texts I assigned to them. I need to have a good actitud for asking good questions and to listening to them what they have to say. An ability to see my student’s lives more clearly than they themselves see them. I have to face them with the ability to take risks, never give up, take advantages of avery situation in their lives and measure their progress page 69

I have the control in my class with my students so, I have seen that my students are very opened with me I am not afraid to express my feelings with them, I feel comfortable showing the best part of me, if we have to play a song, we do it, if we have to sing, dance shout, play a game or doing whatever we want in order to the topic or the class I act as a child with them.

One of the struggles that I can noticed is that they do not like to work individual, they always want to work in group, that is good, but in some cases they do not pay attention or do not listen because they speak with their classmates.

Well I found that I have to encourage them to pay attention because I am in charge of those people and I have to discipline them in order to involved them in all the activities in the classroom.

1.In what ways have you experienced “suffering” as a student teacher? Has your suffering had any redemptive quality to it; that is, has it made you heart larger? What would help you deepen the redemptive quality of the suffering your experience in your work?

Well, as a teacher I have suffering because in some opportunities I did not have all the material provided by the teacher or school or I have face students did not have a specific notebook to the subject, or they did not have a family, money or any other situation, so some of them close to me and told me, teacher you know what I have problem with this and this, so I have to deal with that in the classroom and I have to push them to make an effort  and to continuo even though the situation around us is not the best  

I.           Evelyn Fox Keller says of Nobel Prize—winner Barbara McClintock that her knowing came from “the highest form of love, love that allows for intimacy without the annihilation of difference” (pp. 55).  Does this kind of love have a place in education? If not, why not? If so, how might it be taught? How might it make a difference if we could teach students to love the world in this way?

Yes, for me it has a highest form of education, because we have to make relationship with our students, we need to know our students, we have to communicate with them make connections.be patient is the most important we have to hear what students have to say and let them come to us.

We need to hear people to speech paying carefully attention and not criticism them.

We cannot stereotype people we have to control our fears because in some cases they can be unhealthy and some other they can be healthy we have to survive, learn and grow by our fears.

Criticizing our students is conventional defense, and that can allow us to see our love at teaching, we must be patient and take advantages of our fears and student’s fear.

I.           Palmer writes, “Good teaching is an act of hospitality toward the young, and hospitality is always an act that benefits the host even more than the guest” (p. 50). In what specific ways do you think a teacher has to be hospitable to students? In what ways do they treat them as unwelcome guests? How do teachers benefit from practicing hospitality toward students?

Yes it is an act of hospitability, but also is finding our own identity, we can win and we can learn. If we as a teacher treat our students in a good way, it means with a sense of identity the fear will disappear and defense will too.

So, we need to diagnostic our student’s needs.

Sometimes my dignity and my way of teach will not lose the fear when I am not in life-given communion with my students, but when I am in real situations in which I need to accomplish all the stuffs and get along with them will find hospitability not only from our part but also from our student.

The way in which we diagnostic our students condition will determine the kind of remedy we offer.it is mean that if we are always saying that we only have bad students, lazy or discourage, we are saying that we are not able to work with encourage, and discipline students and we can offer them something better in our classroom.

We need diagnostic our students needs and lead to create models of teaching. We cannot see the fear in our students until we see the fear in ourselves. The fear of the young.we can help cocreate the world creativity in the serviceof the young, I have to lose my dignity and my way, but not lose the fear when I am not in life-giving communion with the young, my needs of connected with the life.

I need to have objectivism, if I distance ourselves from something, it becomes an object, when it becomes an object, it no longer has life; when it is lifeless, it cannot touch or transform us, so our knowledge of the things pure

It means that I have to be in touch with my student by giving them the hospitality to grow me as a teacher and them as part of the learning process.