Use the following information for the question(s) that follow.
Susan Wilson arrives at school an hour early each morning, "to be sure I have my act together." She arranges her room, checks to be sure that she has her materials ready, so that the minute she wants to begin a lesson, she only has to grab the stuff off her shelf. Today, she is going to do a lesson on place value in math with her 2nd graders, and she has a number of craft sticks on her shelf, each of which has ten beans glued to them. She also has a number of beans in a can that she uses for "ones" in her lesson on place value.
Susan also checks to be sure that her student packets are ready, since it's Friday, and Friday is the day that she sends packets of student work home to parents, which they must sign and return on Monday.
As soon as she's finished, she looks at her daily planner and nods to herself, "Oh yes, we have a curriculum meeting after school Monday." The school is considering a new math series, and the second grade team is being asked to provide their input to the school's curriculum committee by the end of the following week.
"Too much to do," she mumbles, half aloud. "I really want to go see what this guy the district is bringing in who is talking about math instruction in Japanese schools," she thinks. "They're supposed to be so great; I want to find out what they're doing."
"I need some more crackers," she says to herself out loud as she opens the bottom drawer of her desk. She keeps a box of crackers in her desk for her children, because one or two of them come to school every day without having eaten any breakfast. "Crackers aren't perfect," she thinks , but they're better than eating nothing at all.
Of the following, Susan's meeting with her grade team best illustrates:
◦ the creator of productive learning environments role of teaching.
◦ the working with caregivers role of teaching.
◦ the collaborative colleague role of teaching.
◦ the learner and reflective practitioner role of teaching.
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