머리말 / 3
제1부 교사의 글쓰기
1. 심층적인 학생 이해 ························································13
글쓰기의 출발 ‘민감해지기’ ·················································13
낯설게 보기 ································································18
학생 진단과 교육 방향 설정 ················································24
2. 반성적 성찰 촉진 ··························································36
‘기록’은 성찰의 유용한 도구 ················································36
동료 교사를 통한 성찰 ······················································40
행정 업무와 수업 ···························································44
3. 수업 개선 ··································································48
수업 전사를 통한 수업 보기 ················································48
공개수업의 패턴 ····························································60
철학에 기반한 수업 자율성 ··················································64
4. 새로운 실천의 토대 ························································67
체육 시간을 활용한 작은 소풍 ··············································69
친구와 말놀이 ······························································74
우리는 매트 구조대 ·························································77
제2부 아빠와 함께하는 생활 교육
1. 아이의 일상과 함께하기 ···················································81
아이의 작은 반응에도 관심을 ···············································81
노력하는 아이로 성장시키기 ·················································88
다양한 경험으로 세상에 다가가기 ···········································92
네 시간 동안 경험한 세 가지 유형의 의사 ···································95
학습 자신감 갖기 ··························································101
2. 여행을 통한 배움 ·························································104
여행의 설렘을 배움으로 ····················································104
여행지로 향하는 차 안에서의 놀이 ·········································108
여행은 좋은 구성주의 학습 ················································111
서천 국립생태원에서 만난 과학 ············································115
군산에서 만난 한국의 근대사 ··············································119
여행의 교육적 효과 ························································124
3. 아이들의 휴대용 놀이터 ‘스마트폰’ ·······································128
아이들에게 일상화된 스마트폰 ·············································128
스마트폰을 사용하고 싶어 하는 아이의 특별한 전략 ·························132
누나만 사주면 뺏어버릴 거야 ··············································135
스마트폰 사용의 원칙 ······················································139
스마트폰과 거리를 두기 위한 부모의 노력 ··································142
제3부 개나리 이야기
1. 개나리와의 만남 ··························································147
고개 숙인 아이 ····························································147
교실에서의 첫 만남 ························································150
선택적 함묵증 ·····························································153
개나리에 대한 동료 교사들의 관점 ·········································157
2. 개나리꽃 피우기 위한 노력 ···············································164
학교와 친숙해지기 ·························································164
일기장 대화 ·······························································167
개나리와 카톡 친구가 되다 ················································170
교우관계 조사 ·····························································173
일시적 담임 교환제 ························································177
체계적 기록을 통한 접근 ···················································182
3. 개나리를 둘러싼 갈등과 혼란 ·············································185
개나리를 위한 배려 ························································185
차별적 시선에 대한 고려 ···················································190
4. 교사의 성장통 ····························································195
작은 깨달음 ·······························································195
다시 찾아온 갈등 ··························································199
교사 역할의 범위와 한계 ···················································201
기대와 절망의 순환 ························································205
개나리를 돌아보며 ·························································210
제4부 글쓰기 위한 노력
1. 메모, 사색, 그리고 독서 ··················································217
글쓰기 씨앗 ‘메모’ ························································217
산책을 통한 사색 ··························································222
독서를 통한 근거 찾기 ·····················································226
비판적 독서 ·······························································228
2. 글쓰기 유용한 도구 ‘SNS’ ···············································230
온라인 개인 저널 ‘블로그’ ·················································230
상호 배움의 공간 ‘페이스북’ ···············································234
제5부 돌아보며 가야 할 길
1. 교사 성찰 ·································································241
여교사 다시 보기 ··························································241
교사 사명감과 행복 ························································247
모든 경계에는 꽃이 핀다 ···················································249
2. 자기 성찰 ·································································252
어느 새벽의 성찰 ··························································252
동굴의 우상 ·······························································256
나누는 용기 ·······························································258
발리 여행에서 얻은 성찰 ···················································259
돌아보며 가야 할 길 ‘성찰’ ················································262
참고문헌 / 263
