Recently I blogged about the teacher-centric information flow in the traditional classroom. See: Engage Student Discussion: Use the Social Network in Your ClassroomIf you would like to see my point illustrated, you can do a quick "Hollywood classroom walkthrough" with this clip from "Stand and Deliver." Before you play the video, create a diagram with eight small circles labeled teacher and student responders 1-7. As you watch the video, keep track of the sender/ receiver in each exchange of information with lines and arrows. Once you have finished with the diagram, reflect on a few broader questions:
1. Were the students comfortable offering their answers?
2. What feedback did the teacher give after each student answer?
3. Did the students get any closer to a valid answer as each, in turn, ventured a response?
Go back and look at your information flow diagram. You'll notice that every answer was directed to the teacher. After the first six answers the teacher found a clever way to say "your wrong," without explaining why. Students made a series of guesses at a correct solution without any evidence that they learned anything from the prior responses. Finally a student shows up at the door with correct answer and it's not even clear that she heard any of the earlier answers.
Some might admire the comfortable climate of this classroom – after all, students were very willing to risk a response. Ironically the only one making fun of them was the teacher (a practice more suited to Hollywood than a real classroom.) Others might consider this an example of rather Socratic approach – but I don't see the teacher posing any new questions to expand student thinking. When you strip away all the clever (inappropriate?) repartee you are left with a very teacher-centric discussion – with students guessing at a correct answer.
This approach reminds me of an illustration I saw in "Math Is Language Too: Talking and Writing in the Mathematics Classroom" by Phyllis Whitin. It's a drawing done by Justin, a second grader, writing and drawing about his relationship with math.
Like Justin, the students in "Stand and Deliver" don't see math as a topic for peer discussion or reflection. Rather, they "do the math" for their teacher. While these two examples focus on math, this dynamic could be true of many whole group discussion across the curriculum. I admit to being equally guilty of a dominating classroom discussion as a rookie social studies teacher. "Class, what were three results of the War of 1812? … Anyone? … Anyone??"
After years of facing this type of discussion, students learn that their comments are of provisional value until "approved" by the teacher. Over time, students stop listening to each other and only focus on what the teacher says or validates – "will that be up on a test?" When students are put in small group discussion, they rapidly get off subject. With no teacher to validate their comments, they naturally gravitate to other subjects where peer comments are valued – "what are you doing this weekend?"
In my workshops I train teachers in discussion techniques that foster student reflection and interaction. The strategies are focused on getting the teacher out of the role of information gatekeeper and encouraging student-centered dialogue.
Want to encourage students to redirect their thinking and reflection away from the teacher and toward one another? Try a research-based discussion technique like the Fishbowl-discussion 68 KB PDF
Watch a typical whole group discussion in the classroom and you’ll most likely see a “hub / spokes” flow of information. Teacher to student A and back to teacher. Teacher to student B and back to teacher. So it goes as the “bluebirds” get to show how smart they are. Over time, students learn that their comments are of provisional value until “approved” by the teacher. That’s because in this style of discussion the teacher is most likely searching for specific replies – sort of playing “guess what I’m thinking” with the “best” students in the class.
Students tend not to listen to each other and only focus on what the teacher says or validates – “will that be up on a test?” When students are put in small group discussion, they rapidly get off subject. With no teacher to validate their comments, they naturally gravitate to other subjects where peer comments are valued – “what are you doing this weekend?” Often teachers then conclude that small group discussion doesn’t work.
In my workshops I train teachers in discussion techniques that foster student reflection and interaction. The strategies are focused on getting the teacher out of the role of information gatekeeper and encouraging student-centered dialogue.
With practice, teachers find that students are eager to engage and participate. We know they want to contribute, because outside the classroom, students are flocking to social networks to share their thinking with one another. It’s unfortunate that our students can’t be part of the (offline) social network sitting beside them in class.
“UT Dallas History Professor Dr. Monica Rankin, wanted to know how she could reach and include more students in the class discussion. She had heard of Twitter… The following is a short video describing her “Twitter Experiment” in the classroom with comments from students about the pros and cons of Twitter in a traditional learning environment.” (Filmed by UT grad student kesmit3.) Link to notes on the experiment.
I sync my iPhone, MacBook and iMac over MobileMe. I like that a change in an appointment or contact on one device shows up on the other two. But MobileMe has a problem! Twice in the last week I have opened my iPhone to find that all my Contacts were gone. This calamity mysteriously happened on its own. (I did not make any setting changes to lose my contacts.) But here’s how I got them back.
1. On my iPhone I went to “Settings” and picked “Mail, Contacts, Calendar.”
All the email accounts you have on your iPhone will be there as choices along with your MobileMe account.
2. Under accounts I selected my MobileMe account. You get a list of all the data that MobileMe is syncing.
3. I turned Contacts “Off.” (It’s the only sync I turned off.) You get this dialogue box asking you if you really want to do this. Be brave and agree to “Stop Syncing” your Contacts.
4. I waited a few seconds then I went back to the screen in Step 2 above and turned Contacts “On.”
5. I gave the iPhone some time to sync. It probably helps to be on wifi.
6. When I reopened my Contacts on my iPhone, they had all returned. Note on this last step you might have to open and close Contacts a few times to get your iPhone to force a MobileMe sync.
I have no idea why this is happening. Looks like MobileMe has some work to do!
New print technologies make it very easy to publish your own books. No need for the information gatekeepers to decide what we read. I’m showcasing a few approaches that may be of interest to my readers.
Reading recovery teacher publishes new line of early literacy book
MaryAnn McAlpinand I worked together in the East Irondequoit Central School district while I was the Assistant Superintendent and she was the lead Reading Recovery teacher. I was not surprised when she recently started writing and publishing emergent texts. Although not my area of expertise, it certainly is MaryAnn’s. She has a remarkable background in and passion for early literacy. She came to the East Irondequoit district just for the opportunity to train in and practice Reading Recovery.
MaryAnn’s Short Tale Press, features “little” books for early literacy that are based on real people and places and authentic life experiences. I can see my own grandchildren in her main character, Colin. This makes her books very appealing to modern children. Parents and grandparents would be wise to visit her website when gift time rolls around, which we know is all the time! They are also written to be appropriate for students in Reading Recovery, ESL and classroom guided reading. Visit her website-there is always a new text there – she is a prolific writer / publisher.
Out of print author tired of rejections turns to self publishing
My dear friend and mentor – Abe Rothberg got tired of rejection notices for his latest works of fiction. Ironic – since his previous books were published by mainstream publishers and favorably reviewed in NY Times, Harper’s, Time Magazine, and Publishers Weekly. Plus he was frustrated to see that his previous work had gone out of print.
We decided to cut out the middleman - team up and bring a new series of his work into publication. He supplied the manuscripts. I formatted them in Word and converted them to PDF. I designed the covers in Photoshop. We created a free account to publish the books on demand at Lulu.com – a print-on-demand publisher. For more on Abe and his books go to to his site – Abraham Rothberg
Teachers – it’s your turn to become a publisher for your students’ writing
I think we need to re-think how we teach writing with a shift in focus from teacher to student.
Old approach:
Students are asked to write only on the teacher’s topics.
Student writes for the teacher.
Teacher grades their writing.
New approach:
Students can develop topics that matter to them.
Audience and purpose for writing is identified.
Students are asked to reflect on their growth.
We all struggle to create authentic writing experiences for our students. Imagine if they had an opportunity to see their work in print – and we’re talking about a real paperback. Let them go through the process of writing, co-editing, illustrating and designing a book. Rigor and relevance meets motivation and self-directed study. I’ve gotten so excited by the results that I’ve done workshops to train teachers. You can see material and sample student books at my website Read > Think > Write > Publish
It’s been 40 years since I set my goals to become a teacher. (You might be amused by my blog post on the 1971 evaluation of my student teaching) Fortunately today there are some great online resources to assist you. Here’s two that impress me.
CertificationMap
Teacher certification requirements vary greatly by state and are often difficult to understand. A new website, CertificationMap informs future teachers about the requirements for certifications in every state. It’s sponsored by MAT@USC, a Master of Arts in Teaching program delivered online from the University of Southern California. I tried it out and found it to me much more user friendly than the individual state Department of Education websites.
Click on a state link and you’ll find salary statistics, prerequisite coursework, steps to teacher preparation, testing, and useful links for teaching in that state. If you would like additional information, you can input your email and phone number. I tried it out, expecting not much more than to be solicited by USC.
I did get a very welcome surprise when I was called two days later by Nicole Dillard, a counselor at the USC’s Rossier School of Education. She was more than willing to use her state-by-state database to supply me with additional information not found on CertificationMap regarding certification requirements. Of course, she also explained the merits of USC online certification program and noted that in the site’s first two months it had generated nearly 300 interested leads for the program. Bottom line – try CertificationMap and feel free to give your contact info without fear of the hard sell.
A cadre of dedicated educators, known as star contributors, have committed to providing support to student teachers. These star contributors will answer your questions, address your concerns, provide advice, and give encouragement. There are several ways to connect with a star contributor. You can (anonymously) post a comment or blog by joining Road to Teaching. If you prefer to email a specific question (e.g. content related question) to any of our star contributors, please feel free.
One of their most popular posts is Teacher Interview Questions. It contains an impressive array of questions, many with sample answers. It’s well worth a visit before that next interview. Road to Teaching also includes valuable links and the chance to dialogue with others who are starting their teaching careers.
