The teacher, like the conductor of an orchestra is not the true power in the classroom. The teacher derives their power from the success of the student. Some teachers may see their role as enlightening their students with their vast knowledge, but I disagree. Perhaps more can be learned from the conductor.
One of the most difficult issues that I faced during my action research project as I moved my classes from the traditional teacher-centered classroom to a student-centered model was the role of the instructor. Almost universally, students perceive the role of the teacher as supplying knowledge and answering questions, a notion that has been perpetuated by an arena of high-stakes testing. While this methodology has merit for the conveyance of basic facts and principles, it falls short of moving the student to transference of the principles at higher levels of intellectual and cognitive application.
It is not the conductor's role to play the violin, only to direct the violinist. Like the conductor, it is not the teacher's role to answer the question, but to ask the question and point the student in the direction of knowledge. My research indicated that the teacher should literally say nothing that would interfere with the students' thought process. Students should be encouraged to develop the ideas, based on their previous knowledge and define the concepts for themselves. This approach transcends the power of the conductor and empowers learning to take place from any chair. Through this collaborative orchestra of thought, knowledge is generated beyond the scope of any individual effort.
Is it necessary that every student masters the laws of physics, understand Shakespearean literature or solve a quadratic equation? I think we know better. Our world would be a better place if each child could discover and develop their passion. Establishing graduation requirements and competency testing does little to promote passion for learning. It is time to apply Rule #6 to the educational arena. Yes, we should have some basic requirements and children should be exposed to wide variety of educational opportunities, but the sooner we help children develop areas of interest, the better chance we have lessening the control of the calculating self and free the child to find the central self. Imagine a universe of possibility where each person is able to express their inner desires in a positive direction by contributing to their world. A world in which each person participates in the part that they were born to play and plays it with unbridled passion.
I love how you describe students developing areas of interest. If students can see what is good in each person within the classroom, they can learn to use their own gifts as they learn from others gifts, as well. In our Full Sail classes this year, we have been given freedom to express ourselves, as we desire within parameters. If we allow our students to do the same, they will contribute to the world in meaningful ways.
ReplyDeleteI do think it important that we as teachers challenge our students to step out of their area of expertise, and grow in their weaker areas also. With the idea of personal contribution and passion, students will feel the goal is to grow, take risks, and contribute, not to excel at everything. So much in our world today says everyone must be great at everything; we can shift these ideas and help students see everyone has varied gifts, and all students can grow from each other every day, by sharing those talents and growing our areas of weaknesses together! What a better world we would have at the end of the day without competition, but with inclusion!
This weekend an amazing thing happened at our area high school. The prom king and queen who were crowned this weekend were both downs syndrome students. The high school students were able to love these students for who they are, and see their amazing qualities, and reward them for being great friends. When they were crowned, all of the high school students at the prom cheered; not competition, but unity! May we hope for this from our own students!
thanks for sharing your journey from traditional teacher-centered to non-traditional student-centered teaching.
ReplyDeleteAnne,
ReplyDeleteThanks for sharing your insightful comments regarding the connection of the book to your Action Research and teaching. I really appreciate the musical analogy you made regarding the role of teacher to that of the conductor. As someone who really is guiding the individual to their potential. I often in my class relate what we do and what I do to sports teams. My job as a teacher is really like the job of a coach. To help coordinate and facilitate everyone's potential talent and then organize them to work together as a team. Only then can we all become true winners. The "Dream Teams" of late have not been winning because the don't know how to work as a team. There are lots of lessons to learn from this, but the main point is that how do we develop our students to have more intrinsic values and redesign the notion of what a teacher is. You are well on your way to this. Congratulations.
@ Kristi
Thanks for sharing your story about the Prom King and Queen. It seems as though kids are becoming more vain and self-centered (Not in their learning) these days. Your story is very inspiring and gives me hope.
Does the conductor need to be an accomplished musician on every piece in the orchestra? No, he needs to recognize the enormity of talent in front of him, empower them to excel in harmony – all the while honoring the composer. It would appear as though you do that with your students as well. Bravo.
ReplyDeleteSynergy. The power of the whole. Once you’ve experienced it, you’ll be forever changed.
I tell that to my softball team. They get it. They have felt it. And they have come back to play without it – only to sense the difference. The same is true for the collaborative classroom. I agree with you – we have become the guides to knowledge, rather than the providers of all knowledge. The world is at their fingertips – our roles have changed. We’ve formed a partnership with our students – they go out in search of knowledge while we teach them the responsibility of that gift.
Nicely done, Anne. Continued best wishes in your endeavor.
What a great opening paragraph. From someone with a music background, I love musical analogies and you are very poetic about comparing us to conductors. We do derive our success from our students and their success. Success is then perpetuated by all of those we touch. It is so important for us to instill the “love of learning” to our students, so moving from a teacher centered model to student based is a strong step in developing independence and self-directed learning for our students. I know it is not easy. Wonderful post. Thanks
ReplyDeleteDear, dear Anne,
ReplyDeleteSo nice of you to give me something to respond to that doesn’t require me to search my soul:
“Almost universally, students perceive the role of the teacher as supplying knowledge and answering questions, a notion that has been perpetuated by an arena of high-stakes testing. While this methodology has merit for the conveyance of basic facts and principles, it falls short of moving the student to transference of the principles at higher levels of intellectual and cognitive application.”
Do you really think the methodology has merit? That’s not what your AR said! Will kids remember ANYTHING we tell them… tomorrow, let alone next year? Why can’t they remember that “a lot” is two words? That “definitely” has “finite” in it? I even deduct a point every time they write it the wrong way, and still, every time they write it they write it the wrong way!!! OMG, every school communication I’ve seen go home in the last half decade, from the highest echelons to the newest teacher, has used the wrong “your”! So how can I expect the kids to get this stuff, yes, even if they’ve been TOLD since kindergarten?!?!?
Crikey. I skipped the soul searching and went straight to the rant.
Yesterday, I sent my new principal-to-be an email in response to his wonderful meeting with a few of us teachers to begin to design a professional collaborative community. He wants to begin with something different at pre-school days (yes, we got two of them back), and I told him what I’ve been learning this year about “meaningful.” That a lot of people write off anything we do in those “Welcome-back-let’s-bond” activities—because to them, they’re not “meaningful.” When we let our students develop THEIR thoughts, THEIR understandings, THEIR ideas—that’s when something happens. When we shut up and let THEM find solutions to problems.
THAT is what you have so effectively and brilliantly documented in your AR project, and I hope you publish it EVERYWHERE, because you have documented the absolutely most important thing for every teacher in the world to learn. We can give them all the answers in the world—but it turns out that that’s not giving them anything.
Anne
ReplyDeleteI really appreciate your emphasis on students finding and developing their individual interests. Changing the classroom from teacher centered to student centered is such a critical and needed change. So very similar to the role of the conductor, where the musicians often feel their opinions don't matter, the teacher must open the learning opportunity so that students know their opinion does matter. We need to begin allowing student involvement to go beyond answering questions, opening up the floor so that students can ask them as well. I loved hearing your thoughts, you got me thinking differently as well.