Categories in philosophy often seem too rigid or too simpleminded to classify the complexity of our views, but perhaps the following checklist will help you understand your own position in….
Compare your findings to ideas from the chapter.
Supporting family members and other classroom volunteers.
a. Observe a teacher working with volunteers in the classroom. What do you notice about how the teacher communicates with the volunteers? What do you notice about how any other team members work with the volunteers? Would you say these is a beginning or regular volunteer? What did their comfort level seem to be about volunteering? Compare your findings to ideas from the chapter.
b. Interview a teacher about having volunteers in the classroom. What benefits does the teacher see in the arrangement for the children, for the volunteer’s child, for the volunteer, for the teacher? What difficulties are there in having classroom volunteers? How does the teacher address these difficulties? Ask how the teacher works differently with beginning and regular volunteers. Compare your findings to ideas from the chapter.