We started class thinking about our six word teaching philosophies. How these can be the core of our planning, instruction and how we interact with students. Dave's - "Engagement that fosters capacity and agency."
From student blogs during the week, we know that the idea of evaluation was still in process for many of the student teachers.
- What can we do?
- What are we trying to do?
- What comes next?
Dave shared his early classroom management by carrot and stick, and mostly sticks; he relates that to an instinct to control. There's a time for that, but it's not always. Then the cajoling. There's a place for that, but not always. Want to get to a classroom where it's about choice. Students choose to be a part of class. It's not easy.
Cambourne's Conditions of Learning. ("Toward an educationally relevant theory of literacy learning: Twenty years of inquiry," Brian Cambourne, The Reading Teacher, 49(3), 182-190.) (paraphrased)
Engagement occurs when learners are convinced that:
- They are potential doers of these demonstrations they are observing.
- Engaging with these demonstrations will further their purposes for their lives.
- They can engage and try without fear of physical or psychological hurt if their attempts are not correct.
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He shared the post from miss brave, a 3rd grade teacher in NYC, on being disengaged. Engagement as it relates to classroom management.
Finally, he demonstrated what his lesson planning was like in different stages of his career. (Hopefully we'll have video of this, also.) We can use the rubric as a landscape of progression. What does it mean to plan? What am I focusing on at each stage?
We have to start by beginning with ourselves. Those are bad words - teacher centered - but it's where he had to start. "Constructivism gone mad," when he tried to jump right to student centered. I go through these stages more quickly, but still go through them.
A student pointed out that there should also be progress throughout the year. Yes! Gradual release... but that's for another day.