39
own characteristics. The eight teaching styles of excellent teachers from Copple and Bredekamp 2009 were used to analyze the data.
1. Acknowledging What Children Do or Say
According to Copple and Bredekamp 2009, the teachers acknowledge what the children do or say. It means that the teachers let the children know that
giving children positive attention, sometimes through comments or just sitting nearby and observing can build the students interest to join the class activity.
Sheila arrived at the new school. She met Torey as the teacher in her new class. Something unexpected had happened. In the first meeting, Torey did not ask
anything about her. She gathered the children around her. They began the class with a morning discussion. One by one of the children gave comments about the
topic that Torey gave, except Sheila. Torey just let Sheila listen to the morning discussion in the class.
“Now, who’s got a topic?” Everyone sat around me on the floor. No one spoke.
“No one has a topic? Well then, I’ve got one: what do you suppose it feels like when you’re new and don’t know anyone, or maybe you just
want to be part of a group and no one wants you? How’s that feel inside?” p. 20.
The cited story above happened when the class studied math. Sheila was given a paper but wadded it up and threw it. She did not want to do the task.
Torey did not only give a freedom to Sheila to do anything she wanted, but also taught her about being responsible. Torey told Sheila that there were only two
40
rules. First, the children could not hurt anybody there. Second, the children should always try to do the best job.
“Come over here.“ I tugged her to the table and set her down in a chair opposite me. “You and I have something to get straight.” ... “There aren’t a
lot of rules in this room. There are just two rules, unless we need to make special rules for special times. But generally there are just two. One is that
you can’t hurt anybody in here. Not anybody else. And not yourself. The second is that you always try to do your best job” pp. 26-27.
Sheila had a freedom for herself, but she should be cooperative with the class. Torey put a big trust to Sheila. Torey gave a responsive act. She taught
about how to be responsible about something.
2. Giving Specific Feedback Rather than General Comments
Every Wednesday, the class made something to eat. They had variety recipe. On that afternoon, they made chocolate bananas with topping and frozen.
Most of the students could manage themselves. Sheila wanted to join the cooking time. She took the banana and gripped it tightly. She began to make the chocolate
banana and added with toppings she liked. Sheila hesitated to join in, clutching her banana tightly and watching from
the sideline as the others babbled gaily ... Once Sheila started, she became fully absorbed and began trying to roll all four different toppings onto her
sticky banana pp. 72-73.
At the end of the cooking day, the children were standing in line waiting for the buses. They sang “If You’re Happy and You Know It, Clap Your Hands”
after Torey suggested to sing a song. The buses still had not arrived when they
