Foto (Ines H, 2002): a Science Centre host T-shirt (related to our story Plagiarism)

Conversation Titles:

• - Accepting complexities: helping students to overcome self imposed limits
• - Accepting conflict: Double checking student perception
• - Accommodating diversity: Creating opportunities for participation
• - Accommodating diversity: Creating availability (information, resources)
• - Admitting limits: Getting students’ help
• - Admitting inadequacy and guiding
• - Being available: Teacher in classroom five minutes early each day
• - Being available: Teacher in classroom after class
• - Being empowered: learning our learning style
• - Being misunderstood: I am not blessed!
• - Being resourceful: Offering comfort
• - Being transformed: Don’t give me what you don’t need, give me what I need
• - Being transformed: Plagiarism, whose tradition has been valid?
• - Being transformed: Facing democracy challenges
• - Being transformed: surprising flowers
• - Connecting public resources: the library across street
• - Connecting student and didactic resources: helping student to choose to enter
• - Creating opportunities: more than just opening doors
• - Escaping teacher’s agenda: Absence
• - Escaping teacher’s agenda: Hiding
• - Escaping teacher’s agenda: Not getting involved
• - Focusing on what’s relevant: Building a safe place to be honest
• - Focusing on what’s relevant: Breaking school rules to be comfortable
• - Focusing on what’s relevant: Challenging unfair rules
• - Fostering diversity appreciation: Avoiding Yes/No questions
• - Fostering diversity appreciation: strength in numbers
• - Fostering diversity appreciation: Peer teaching
• - Fostering self esteem: Attention to outcomes
• - Fostering values: Teaching according to need
• - Fostering values: No time to care
• - Fostering values: unequal treatment to care
• - Grasping contexts: start point
• - Grasping learning styles
• - Grasping the paradigmatic challenge: Dependability
• - Grasping the paradigmatic challenge: humorous speech
• - Grasping the paradigmatic challenge: Student resistance
• - Inspiring others to educate
• - Learning the teaching challenge: Inadvertently practicing exclusion
• - Learning the teaching challenge: My boring text
• - Listening beyond stereotypes: Students are experts
• - Listening beyond stereotypes: Women have special needs
• space
• - Silencing voices: power issues
• - Silencing voices: Assertive academic culture
• - Stimulating minds, heart and soul: Daily conversation activity
• - Setting limits and expectations: talking about possibilities