Edu 600
“Real Teaching” and “Experience and Education”
Philip W. Jackson and John Dewey

It was on a Wednesday in 2014, when my daughter’s teacher requested to meet with me. The teacher’s (Miss Zeinab) problem was that my daughter’s handwriting (Lama) was so bad. My daughter’s justification was that she had to sacrifice the neatness of her work for the sake of copying the lesson in full.
Having communicated my daughter’s point of view, and few hours later, I received a WhatsApp message from an anonymous number, asking me to allow Lama read what’s in it; the message included encouraging, motivating and affectionate words from her teacher asking her to disregard the handwriting matter and to take all the time she needed to copy accurately.
It was from that moment on that Lama’s attitude towards school had witnessed a drastic, positive change; she regained a noticeable level of confidence which reflected clearly on her academic performance.
Few were the times, where Lama wouldn’t come back home to share any of Miss. Zeinab’s exceptional and creative moments in class; Her teacher would unexpectedly stop the lesson and ask students to head to the playground to play with the ball – that was at the beginning of the academic year, or she would call the other section students’ attention from the window and engage them in a funny conversation, or she might have a “Rulers War” with the students or a colleague in the classroom, or she may turn on the radio and start dancing with her students… In Short, Miss Zeinab offered the learners in Grade 4 that year, an unequivocal and unforgettable experience through which everyone performed well on both the academic and disciplinary levels.
But then, according to Philip W. Jackson’s book “The Practice of Teaching”, would Miss Zeinab’s performance be considered that of an “expert”? Were her acts or “visual evidences”