Classroom Stew

If we begin to talk about education as a life process, as a natural part of human nature then we begin to move beyond the narrow standardized ideas of the industrial model and reach towards a education where people matter not as numbers, but as unique humans who are on the path of life that leads to learning and growth.

The thing here is that no one hears students, especially the ones like Jeff (Bliss) (or me), who are far off course toward graduation, when it comes to classroom satisfaction. There seems to be this shift in attitude that sponsors the idea that we should just be thankful to still have a chance at a high school diploma. I think it is that shift that is entirely disrespectful and I can hear the teacher perpetuating it in her response. However, the moment when students like Jeff (or me) stand up to this, it is disrespectful toward authority and disruptive…even though the entire climate itself is disruptive and disrespectful

I think the big mistake in schools is trying to teach children anything, and by using fear as the basic motivation. Fear of getting failing grades, fear of not staying with your class, etc. Interest can produce learning on a scale compared to fear as a nuclear explosion to a firecracker.

…an important element to consider here is that transforming one’s pedagogical approach to what some people are calling flipped requires an increased attention to how time is used inside and outside the classroom, how activities should be paced, how activities and learning should support one another, how support structures can be used inside and outside the class, and if or how various elements of work should be assessed. In other words, the transition to something new requires an attention to detail. Is anyone examining the possibility that some of the benefits currently attributed to what people call flipping are really attributable to more intentional pedagogy, and an increased focus on the craft of teaching?