There were many parts of Durka's book that activated both the memory and creative centers in my brain. The first thing that struck me was her mentioning that 15 years of teaching are 15 totally different experiences. While I agree with that, I simultaneously disagree with her assertion that we should "throw out our plan books" at the end of each year. I feel there is a fine balance to be struck between starting each year fresh and realizing the unique aspects of each new class, but in my opinion it would be foolish to just throw the plans from the previous years away.
I was also thrown into "deep thought" when Durka quoted Palmer and began speaking to our topic from last week's reading on transmissive vs. generative/transformative learning. I can totally see the transmissive aspects of my school in full gear as many of my colleagues "train" the incoming freshman to be socialized into our "way of life", act well-behaved and under control in the classroom, and sit there quietly as we "pass information" to them.
To be "troth-ful", I was intrigued to learn that the root of being a tutor or "paedagogus" was literally to be a 1-to-1 aide/slave. I found it ironic and very strange that ancient teacher-aides were slaves. Hmmm...
I also enjoyed reading about Sylvia Ashton-Warner's classroom and how she used creativity to combat destructiveness. As a former special education teacher, I was able to relate to the usage of inquiry-based pedagogy to engage highly destructive students in fun learning activities.
Finally, the graduate student's reflection of their father not only reminded me of my own father, but many of the "old school" teachers I've worked with over the last decade.
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I too had the same reaction to Durka's clean slate approach to each new school year. I can't imagine throwing out the time-honored, student-respected plans that have proven successful. Once those prove their worth, then the teacher is obligated, though, to assess and rethink them every time used to keep them meaningful and engaging.
ReplyDeleteI appreciate your thoughts on the grad. student's father. They gave me another perspective on the story. That's why these blogs are so good . . . .
You unpacked a lot in the readings. Thanks for sharing.
ReplyDeleteAs colleagues at the same school, I have enjoyed working with you on the idea of "student-centered learning." How do we move to classrooms where teachers don't "pass information" to students, but empower them as learners? You have done great work showing that in your multimedia course.
The not-insignificant addendum/provacative anecdote re: the author's (A Graduate Student) spiritually dead father resonated with me as well. He may very well be in my class today and 40 years from now reveal him(her)self but is definitely on the staff of my school. "His view has long become frozen in time and his interior world informed solely by a vista that has vanished. . . . The world remains fixed in his mind." It is sad to say that some colleagues do not spiritually or intellectually grow as we all hope we do through the years of our vocation. In other words, to be blunt, some people still think the Soviet Union exists or promote the idea that the Greeks taught the world was flat.
ReplyDeleteI also struggled with the idea of throwing out our lesson plans every year. I think if educators were forced to do that, we would have an even greater shortage of teachers than we currently do! Once I gave it a bit more thought, I was suddenly upon this idea that we do need to approach each year with a certain amount of creativity and courage to do things a bit differently based on the needs of our students. It is easy to get stuck in the idea of preserving the same lesson plans year after year with little to no change, becoming "stuck" like the graduate student's father. I certainly know a few teachers who would fit into that category; however, if our students are to be open and grow in knowledge and faith, so must we.
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