Educating the Dragon

I have been listening to Wes Fryer’s podcast on K12 Online, trying to catch up from a summer unplugged. There was much in this talk of merit, as there is in many of his podcast, but a statement he made just seemed to jump up and slap me about the face, he said:

“I don’t like the word train….who do we train? Animals. Teachers aren’t animals. Both teachers and students are both learners…. treating them as professional learners is very important.” (Wesley Fryer, 2008-02-06-speedofcreativity)

I concur.

If teachers stop learning, adapting, developing and changing their practice over time than that has got to be bad for the students.

If teachers do not remain current in their knowledge of the profession and the wider world then that has got to be bad for the students.

If teachers are weighted down by the burden we call ‘Admin’ then the enersy they have for classroom practise is drained, that has got to be bad for the students.

If teachers are overwelmed by the enormity of the work through sheer numbers of students they have responsibility for that has got to be bad for the students.

But if the teacher is,

….free from the shackles of unnecessary paperwork,

….free to support and nuture the relationships within a supportive, moderately sized classroom,

… free to seek out learning opportunites for themselves and develop professionally in a direction of their choosing,

…. free to ENJOY their chosen career.

…that has got to be good for the students.

We have got to pass on the passion, model the ideal of being a life-long learner.

After all,

“Teachers make all other professions possible.”

-Annie Belott

…Considering metacognition

I have  been reviewing Rubert Wegerif’s Litureature Review in Thinking Skills, Technology and Learning (yes, all the capitals are correct).

A few thoughts occurred to me as I read, they are kinda random so excuse me.

The ability to have ‘higher order thinking skills’ should be seperated out from having the ability to express your thinking. But then how is that possible. Thinking is considered to have a collective, social aspect to it and therefore knowing the language of thinking is just as important to thinking itself- some perhaps go as far as to say that without the ability to communicate ideas where is the value in thinking at all. My point is that, yes we should be teaching thinking skills but let’s teach communication skills too. Syncronous and asyncronous alike….

Perhaps this is where WEB2.0 comes in. There is great potential through the internet to develop communication skills. I really not that good synchronously, I need time to contemplate, and consider before replying… that’s what I like about my blog, its asynchrous. Perhaps there are others, students, who for similar reasons would prefer to develop dialalogue in this way.

Another point discussed in the paper is the development of classroom environments, making them more condusive to the development of thinking skills, turning the classroom into into a community that supports discussion and thinking. So how is this done? And what is the advantage of engaging the read/write web in this task? There are possiblilties through Skype, Elluminate and others to have experts ‘visit’ your classroom, or you ‘visit’ other classes around the country, around the world. Let’s broaden the horizons.

“One educational implication is that teaching thinking skills involves changing the social context to create conditions that at least approximate to what an ‘ideal speech situation’”(Wegerif, 2002, p.14) Does this not have Classroom 2.0 written all over it?

So, back here in the real world, with twenty-six Year3’s in my room tomorrow. What does Classroom 2.0 look like at ground level?

That’s what I’m enjoying exploring through the K12 online conference this year!