That was the case in this class. Students seemed far more relaxed and willing to listen and respond after they had introduced themselves to other students. Though the conversations with each other were brief, it allowed for a more intimate getting-to-know-you. This idea of knowing your classmates was further reinforced with the arrangement of chairs in two semi-circles which created a space where students had an easier time seeing each other (though not everyone) and though the students often would still address the teacher, the fact that the traditional arrangement of space was broken at least added a different feel to the class, though I'm not sure whether it will impact their learning.
Sunday, February 20, 2011
First Week
I understand the importance of introductions: familiarity goes a long way in making the environment conducive to learning. But for most of my time in school, those introductions have been structured within a dynamic that creates a separation between teacher and student. The teacher would introduce herself and then have everyone introduce themselves to the class, though it would always be directed to her given the arrangement of classroom space. There would not be that extra step taken to have students interact with each other, becoming acquainted with a person who would act as the first tether connecting the student to the rest of the class. And so without that social element, the comfort space which comes with really knowing your classroom peers would not be established. This is not to say that students whose personality tends toward introvert would suddenly become active talkers, but the familiar space would create an atmosphere that was removed of some of the timidity that comes with first day orientation.
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Hi Garri,
ReplyDeleteHere is the most important lesson that I have to offer you: students will remember what they said and what they wrote much longer than they will remember what a teacher said.
You are right to pay attention to the various strategies that I employ to communicate with students myself and to encourage them to communicate with each other. You will notice that I am asking the students to prepare name plates so that I can learn their names more quickly. It's important for my students to know that I know them by name and it's important for them to hear me say their names. This sends them a message that I am aware of them as individuals and that I am paying attention to their questions and their learning. If my students know that I am invested in them, they are more likely to invest in their own learning and to pay attention and participate in class activities/discusisons--which is to their benefit.
To develop a community of learners, I also try to get students to meet and talk with other students. Students don't have to rely exclusively on their teacher. They can also learn from and with each other. This is why -- on one other occasion-- I asked students to stand up and walk across the room and introduce themselves to other students. And this is the reason why, every week, there is a small group activity so that students can learn actively by speaking with each other and by writing something down.
My teaching philosophy has been strongly influenced by the writing of Paulo Freire, especially his arguments in "Pedagogy of the Oppressed" and in "Education for Critical Consciousness." Freire argues that adults should be active, problem-solving learners rather than passive students who are like empty vessels into which teachers pour knowledge.