A few weeks ago I had the opportunity to serve as a discussant after a group of panelists, all teachers in the “spring” of their careers (even one first year teacher), spoke on transforming classrooms and schools. The panel discussion was part of the University of North Carolina at Chapel Hill School of Education’s symposium called “Education for a New Era.” This particular session was entitled “Teaching Along the Edge,” and the moderator, Dr. Jocelyn Glazier (a former high school English teacher and current associate professor at UNC), shared that she wanted “to find the places where there is light” in education. She shared that “education is a practice of freedom,” and she hoped the panelists would look at current inequities and move students “beyond basic skills.”
Each of the “edgy” teachers spoke about their best practices and their classrooms; they shared innovations they use and how their teaching impacts student learning. As the discussant, and the veteran educator in the room, it was my job to summarize and share my opinions about the remarks. The role was a bit nerve-wracking; in fact, when I left home that morning, my husband said, “You can’t even prepare ahead of time…”
And he was right. I couldn’t determine my remarks until I heard what the panelists had to say. But as it turned out, it was easier than I had envisioned. As I listened to each teacher share strategies, I realized that themes were bubbling to the surface. In fact, it was clear that “teaching along the edge” looks similar school-to-school and district-to-district in classrooms led by innovative teachers. Here are the overarching themes shared by those edgy teachers that day:
1. Make curriculum relevant
From project-based learning and an exciting exhibition of student projects…to read alouds on social justice (using books like Let’s Talk about Race), edgy classrooms are engaging for students. One participant admitted that it takes “courageous conversations” to talk about stereotypes with third graders, but she begins the discussion by explaining that it will be difficult but important for the students to share their ideas. Discussing unfairness in our students’ worlds in a way that relates to them is engaging and allows them to buy-in to the importance.
2. Use authentic assessments
None of the panel members mentioned the use of multiple choice tests as a means to determining growth in student learning. Instead, they spoke about project-based learning and asking relative questions. Several teachers facilitate service learning projects as a way to “start early” to build responsibility in kids as well as a way to assess understanding of concepts taught in the classroom.
3. Promote student ownership of learning
Students who are provided a means to help plan instruction (surveys, discussions), and who reflect on what they have learned, feel ownership over their own learning. Participating in engaging activities, as opposed to being on the receiving end of lectures, enables to students to internalize concepts and learn for the long-term, as opposed to short-term memorization, for example.
4. Develop relationships and encourage conversations.
I heard so much during the discussion about actually listening to students, about reciprocal conversations. Not one teacher intimated that they provide instruction in a “sit-and-get” atmosphere; instead a teacher should facilitate learning instead of merely throwing concepts at kids, hoping they’ll “catch” something.
One teacher offered that we must “teach controversial things” and that he, as a social studies teacher, must focus on civil rights as part of his curriculum. “It is important,” he said, “that I establish a culture of acceptance early because of the important conversations we’ll have throughout the year.” And he starts building relationships early in the year by providing a “disclaimer for parents” that explains the culture of the classroom – students are allowed to have opinions, and the teacher has opinions, but he doesn’t force acceptance of his own ideas on the students. Instead, “it’s a conversation.”
Much of what I heard that day was in line with my own philosophies of teaching, but I was reinvigorated and wanted to run back to my school and practice some of the ideas that were discussed. What’s an example of your “teaching along the edge?” What are the “places of light” in your classroom?