"Fear and doubt are just signs that we’re entering into new territory. When we cross into new territory, there is often no guide to show us the way, no clear set of rules to follow, no instruction book to read. We learn by trial and error. We make mistakes and stumble. We experience breakthroughs and success. It’s all part of the journey.
In that unknown territory, confidence often eludes us. We don’t know what we’re doing or where we’re going. And the only way to find out how and where is to go there."
http://transformationalpresence.org/alan-seale-blog/finding-the-courage-to-follow-your-vision/, Alan Seale
It seems to me that our role as teacher is to facilitate that unknown territory for our learners. To step with them into the unknown, to follow their curiousity. And to ease their transition into ambiguity, we as adults need to step back and get out of their way. We have programmed our children to NEED us...to NEED someone who always has the answers, and to check with that someone before they speak. Research calls this "learned helplessness". What happens when the questions are turned back to them? When we reinforce their questioning as a riddle for them to solve; as an opportunity for them to think through the question and answer it themselves?
Of course we need to teach our students a framework for asking and answering questions - ask two friends before you ask an adult, use technology to answer your questions, write your question where others can see and answer it, etc. but this also changes the dynamic in our traditional classrooms, where the teacher has all the information and is allocating it out as seen fit. What happens when our students explode out into the internet to follow their passion and share their learning? Learning is not linear; as much as we try to standardize our teaching and learning expectations, it will always come back to the people in your classroom, their learning stories, and their growth.
Of course we need to teach our students a framework for asking and answering questions - ask two friends before you ask an adult, use technology to answer your questions, write your question where others can see and answer it, etc. but this also changes the dynamic in our traditional classrooms, where the teacher has all the information and is allocating it out as seen fit. What happens when our students explode out into the internet to follow their passion and share their learning? Learning is not linear; as much as we try to standardize our teaching and learning expectations, it will always come back to the people in your classroom, their learning stories, and their growth.
How does that look different than rows of students reading the same material, and answering the same questions? Worksheets? Timed Math Facts Quizzes?
A key to successful navigation of the unknown is to be aware of your mindset and our students' mindsets. It's possible to teach a growth mindset - which is essential in the 21st Century. Are you aware that students think something is wrong with themselves personally if they do not know an answer? That frustration a child feels when they score 85% - why did they miss 15% and why does that equal failure in their eyes? How are we framing the story of learning for our students? Are you aware that students are institutionalized to not take risks? Is a mistake failure in your eyes or a learning opportunity? How do you frame failure for students? How do you help your students navigate "failure"? What assumptions do you have about failure?
My husband's marks in college went up when he realized the professors scored higher when he regurgitated their words back to them, than when he asserted his own thinking.
Is this what we are creating for our learners?
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