I have been thinking about the way students
treat me over the last year or so. I have also been to a number of conferences
and events when teachers get together and they have clearly been talking about
it too. Then this is a little like what Sam https://dixieogivar.blogspot.co.uk
(for instance April 10th) was talking about last term. It is also
something that I think Module One starters face in challenging their own
thinking.
, what I have noticed is that many students
now treat me in a way where they expect to ask a question that I will answer
and then they will know something more toward what they are doing. This is as
if they can get the correct question then the answer will be revealed. While guest
teaching in USA recently I had one student ask why she had to do the suggested
reading in a conversation that was clearly about her expectation that I just
tell her the relevant parts since I was the ‘teacher’ and would know them.
Reflecting on this I have come to call it the Google X factor of education. I
think people are used to just asking (typing in a question) and waiting for a
range of answers. Then choosing what one they thing is best!!
The ‘what one is best’ is the other part of
the phenomena. The student decides that the answer is not good enough and there
for the search engine (in this case me) is faulty. So, as teachers if we don’t
answer the question satisfactorily then there is something wrong with us!!
Students then give advice on how we could do better. (And as Sam said that is
often not done in a friendly manor!!!)
But in this search and find relationship
with students there is no room for them to grow beyond what they already know.
This is because you cannot recognise the ‘correct’
answer if you do not already have a strong concept of what you expect it to
be. Students can only be extended to the limits of their own knowledge in this
model. This is a binary approach (learn/teach). I am not sure I even think it
is teaching it is more like instruction. I see teaching as facilitating
learning. Creating the environment for something to happen but the student must
be willing to enter that environment and give it a try.
Lessons learnt from this:
Module One is going to be a shock if you
are used to being a part of this ask- give-answer culture (which we all are at
some level). However, at MA level is about having the confidence to just get on
with it. The handbooks have taken many hours in creation as an environment to
enter. They suggest what to do but you have to give yourself the permission to
do this. What do you think Module Twos?
Module Two is about finding an inquiry
topic… do not make it about finding a question you subconsciously think you
will ask a few people in order to get (Google) the answer from them.
Module Three the data you collect is not
the answer – it is the ingredients for your analysis where you will come to
some conclusions.
- Discuss
What topics are you thinking about to talk about on Sunday. Look at my post below for commenting on which time on Sunday you will attend the discussion group.
I do agree we seem to lean on google too much! Children are being denied the opportunity to think independently and creatively in their own unique way. My concern is that children are afraid to make 'mistakes' and safely think with black and white answers. I don't believe in 'painting by numbers' and sincerely hope that I don't look to you Adesola for exact answers. Thank you for this opportunity and for acknowledgement as the Art world can be a tough journey. I do believe we need to steer away from the exacting often restrictive approach to syllabus classes and need to include a freer approach driving forward creativity, innovation and individuality.
ReplyDeleteI think everyone has their own definition of right /wrong. As human being we always try to establish in order to be connected with similar understanding to each other. When we get down to specific issue/topic there can be drastic changes between what is morally accepted and different areas of knowledge. At this point as a learner, we must be willing to enter that specific environment as Adesola said, and look beyond to seek further knowledge. I have experienced that we do gain unique ability to reason and reasoning helps to explore. Art thus gives us a sense of freedom, so let's exchange ideas and share our thoughts through our blogs to broaden our areas of learning.
ReplyDeleteI have grown as a practioner since module one. I allow learners to find answers for themseves much more in my teaching practice. Even while working with young beginning dancers and improvers, I ask them questions and allow them to develop further questions in so doing. They become much better at justifying why we are working toward certain tasks in the dance class.l Module One was helpful in my learning how to become reflective in my own practice as a teacher, dancer, entrepreneur, and performer. Although it can be frustrating trying to figure out and navigate what the module is about - and where and how my own learning has taken place; I am grateful for this experiential learning. Important for me in Module One was getting on with the tasks and finishing them. I found that I needed to let go of having to know if something was good enough or not and to get on with the tasks helped me to get more of a feeling of what the environment was like. Just Do It! I don't know exactly what I am thinking if for a topic - I am leaning toward - mindset, practice, psychology, and other combanitorial factors in dance technique and performance.
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