ImprovEducation http://democraticeducation.org/index.php/blog/ The name has a double meaning: in order to Improve Education while meeting standards, innovative public school teachers practice the art of Improv. en isaacgraves@gmail.com Copyright 2011 2011-03-09T14:16:50+00:00 Bringing Democracy to Education http://democraticeducation.org/index.php/blog/article/bringing-democracy-to-edu/ http://democraticeducation.org/index.php/blog/article/bringing-democracy-to-edu/#When:13:16:50Z The Huffington Post, YES! magazine, and Education Revolution.

Introduction
As a leader within the alternative and democratic education community, I am frequently asked the question, “What is democratic education?” When I was a teenager, and at that time a recent graduate of a democratic school, I used to give a fairly dogmatic and uninviting response which included a bullet point list of requirements to be “democratic.” Surprisingly, this was not an effective method to talk about what I was most passionate about. This style of communication disappeared as I grew up and my experience as an organizer and educator evolved. I learned to approach individuals humbly, listen genuinely, internalize and digest, respond gently and with care, share what is true for me, and not feel as though I needed to provide answers and solutions. I learned what I try to teach the young people in my life today--how to meaningfully and authentically communicate and be in community with others while honoring one's own unique self and needs. When asked, “What is democratic education?” today, I am excited to share my current answer as well as shed light on what other voices in the wider education community have to say which are gleaned from hours of interviews I recently conducted.

What is democratic education?
The Institute for Democratic Education in America (IDEA) defines democratic education as “learning that equips every human being to participate fully in a healthy democracy.” This definition excites me. It is brilliant in its simplicity, yet still profound. Before unfolding what the word “learning” means in that definition, I want to address democracy and public education since it affects most of the young people in the United States. In all public schools, democracy is taught, so wouldn't that make them all democratic by IDEA's definition? It's important to note that while democracy is taught, students are not given an opportunity to authentically practice democracy. This means having the opportunity to make real decisions in a community with concrete outcomes--not voting in student council on recommendations that are then given to an adult authority figure to say yes or no to. As Shilpa Jain pointed out to me, “If we don't experience democracy in our schools, how could we ever expect to end up with democracy in the 'real' world?”

We must balance our intellectual and historical understanding of democracy with opportunities for practice and spaces to learn about the nuances that take place when you must collectively come to a decision that affects your entire community. Ira Shor was very clear in explaining to me that “Democracy is not a speech given by an official to reassure us that we live in a democracy. Democracy is an everyday practice.” Bill Ayers reiterated this point when he went on to express the importance of “learning from democracy, not about democracy” which reminds me of a great scene in a documentary called Democratic Schools. In the documentary students are learning about butterflies through a chalk diagram on the board when a butterfly flies by the window. One student stops paying attention and is consumed with watching the butterfly's every motion. The teacher pulls the shade down, scolds the student and reminds her that they're trying to learn about butterflies (not from them).

Shilpa Jain says that it is hard to use the phrase “democratic education” because of how each of those words have become so corrupted and diluted from their true meanings. Sonia Nieto added that democratic education “means practicing what we preach. It means putting into effect all of those noble ideals of equality and fair play.” She continued with a challenge to “look seriously at the policies and practices we have in place and ask how those further or not a democratic vision. Do high stakes tests for example further the ideals of democracy? What about the curriculum?” Her answer to each question was “not currently.”

After attending a democratic school and teaching high school and preschool in a democratic environment, I've come to settle on a personal definition of what democratic education is which unfolds the word “learner” in IDEA's definition. I see democratic education as learning that is meaningful, relevant, joyous, engaging, and empowering. I see it as learning rooted in respect for children and young people who actively participate in their education journey. It is learning grounded in love and community. I've come to realize democratic education is more than any one learning environment, such as a school, and more than one feature, such as voting, but an approach to life and learning and an approach to interacting with all members of your community in a way that respects, honors, and listens authentically to each voice within it. For me, this is the practice of real democracy, which can manifest in many different ways based on you, your community, and your learning environment.

What must education be to become democratic?
Voices from around the country

Melia Dicker, Communications Director, Institute for Democratic Education in America
“…it must be accessible for everyone. It means every human being has access to quality education and has their basic needs met. This means addressing social issues such as poverty and others that affect people's ability to learn. For education to be democratic, every person must be valued, listened to, and participate actively in their learning and in decision-making processes.”

Sonia Nieto, Professor Emerita of Language, Literacy, and Culture, University of Massachusetts, Amherst
“…in terms of students, it means having more of a voice in what happens in classrooms and schools and being able to practice democracy and not just read about it. And not only through student councils, but through taking action and being able to learn the tools of democracy like writing a letter, starting a petition, and learning how to start a boycott.”

Bill Ayers, Co-author of Teaching the Taboo: Courage and Imagination in the Classroom
“A democratic education to me is something based in the culture of democracy and based on some radical propositions. A democratic education begins with the foundational belief that every human being is of incalculable value. It moves from there to a second core belief: the fullest development of each of us is the condition for the full development of all of us. And the reverse of that is true as well: the fullest development of all is the condition for the full development of each. Democratic education is less about facts and dates . . . It's much more about opening windows and opening doors . . . learning from the world not about the world, learning from nature not about nature, learning from the questions we can generate, and learning from democracy not about democracy.”

Ira Shor, Teaches writing to undergraduates at City University of NY while also directing dissertations there in the Graduate Center. He experiments with critical literacy in his classes
“For there to be democracy in education, we have to experience and practice it every day. In schools, that would mean that all the stakeholders would need to be involved--teachers, administrators, parents, and students. Teachers would have a collaborative relationship with the school administration, parents would be partners in the democratic management of the school, and students would participate in the making of their education and give critical feedback on the quality of their experience.”

Justo M�(c)ndez Arámburu, Executive Director of Nuestra Escuela
“…it has to give value to the context in which each member of the community has come to be a person; it has to be meaningful; it has to create an environment where every person and every opinion will be respected while providing the tools to build consensus . . . Life is community and community is life. They each manifest in themselves and it all happens in through education. Democratic education is the way of the community expressing its life and life developing in community.”

Maria Luz Torre, Organizer of Parent Voices SF
“For education to be democratic it must be an holistic education, not proscriptive, and not limited to the four walls of the classroom. It must be developmentally and culturally appropriate and it must be participatory. It helps a child develop a love for learning and critical thinking. It must also be equitable so that all have access to it.”

Pedro Noguera, Professor of Education, NYU
Education is democratic when it is inclusive because it is acceptable to a wide variety of people. It's democratic because it recognizes that students are not passive beings but have to be engaged as critical thinkers. It's democratic because parents need to be treated as active participants in the educational process and not merely as consumers of it. And it's democratic because it has a sense of public accountability and a commitment to addressing broader public and social goals.

Lella Gandini, U.S. Liaison for the Dissemination of the Reggio Emilia Approach
“Democratic education is where people listen to one another and where children are the source of learning for teachers. What I have experienced in my decades of teaching is that there is a way to help children learn and at the same time listen to them. Teachers do not feel diminished, and they construct with the children and respect them, which is something important to learn.”

Shilpa Jain, Learning Activist, Shikshantar
“…it means people having a say in their own learning process. From a very young age, we need to play a role in deciding what and how we will be learning. This, of course, must happen in a community, through dialogue with others. It's not an overly individualized, my-way-or-the-highway kind of learning. Rather, it's that I am able to dictate some of the path of my own learning, based on my interests, my questions, curiosities, and natural instincts, and that this happens in a community of people and is related to the context I live in. Learning in community means that there will be give and take, compromise, and sometimes sacrifice. But, it's not always bad for me, because there's a benefit in relationship, there's a reciprocity, a mutuality, an interdependence, which ultimately serves my well-being and the well-being of all.”

Conclusion
Our schools and learning environments are not immune to the most pressing social issues of today. For a few examples, we can simply look to the inequities faced in how schools are funded, how test scores and graduation rates are intrinsically tied to race, class, and gender, and how grading, ranking, and competition in our schools have left students feeling worthless, stressed, depressed, and isolated. It is imperative that we respond to these social issues by creating a generation of “solutionaries” as Zoe Weil, from the Institute for Humane Education, said in a recent TEDx talk, and this begins with our young people.

As such, we need to address these issues within our learning environments by creating authentic opportunities for young people to experience the power and possibilities democracy provides in loving and supportive community. We must and can provide an education that is meaningful, relevant, joyous, engaging, and empowering. We can transform our educational system to one based on respect for human rights and one that values freedom and responsibility, participation and collaboration, and equity and justice. To create a more just, sustainable and democracy world, we need democratic education.
]]> 2011-03-09T13:16:50+00:00 In the Interest of Full Disclosure http://democraticeducation.org/index.php/blog/article/in_the_interest_of_full_disclosure/ http://democraticeducation.org/index.php/blog/article/in_the_interest_of_full_disclosure/#When:14:22:22Z


In the interest of full disclosure, I feel the need to divulge a few things to the IDEA audience.



I AM a public school teacher, in a non-democratic school. Students do have a choice in course selection, but often do not receive the classes they ask for in their schedule. Kids can choose to ditch class, and face the repercussions. Students can also choose their level of engagement in each class, and to some extent the grade they will earn for the course. Those are the choices the students can make, and the extent to which they can control their experience.



As a teacher I can only allow one child to leave the classroom to go pee at a time. I cannot accept tardy passes that come from anywhere other than the front office. I must have the same percentage of points each semester from homework as the rest of the colleagues in my department. I must give the same final exam as the rest of the First Year Spanish teachers. I must call home after two unexcused absences, or after three tardies. I must cover chapters one and two first semester, and chapters three and four second semester.



If I don't adhere to the requirements, my students suffer. I refuse to make the lives of my students any harder than they already are. And, I really need an income...



So, although I can not provide my students the wonderful experiences I know my own children are getting, I do try to bring some student choice and voice into my classroom. I strive to have my students understand that they are active participants in the learning process, and that I am not the one with the answers. I want each student that enters my room to know that they are able to find answers on their own, and that real learning takes place both inside and outside of the classroom. My students should know that their thoughts and choices hold as much weight as mine.



I have a few projects set for this year that might be of interest to IDEA readers. I will document the kids' progress here, and, if they are willing, post some of their work.



I know that I am not the only public school teacher that is torn between what I want for all students...and the requirements of my job. This is not a road I want to walk by myself.

Wanna come along for the ride?



Have a great start to the year!!!]]> Schools 2010-09-03T14:22:22+00:00 Deed Poll for “Alternative Education” http://democraticeducation.org/index.php/blog/article/deed_poll_for_alternative_education/ http://democraticeducation.org/index.php/blog/article/deed_poll_for_alternative_education/#When:01:21:07Z Herbert Kohl made a comment in his keynote at AERO that we need to stop using the term "alternative education" as it doesn't do the movement any justice. That was in June and it has taken me just about two months to really absorb his statement, shake it up and make something new out of it. Suffice to say, I think he's absolutely right (about that) and I am taking his advice and I am changing how I refer to the movement for educational reform.

You see even though "alternative education" functions wonderfully well as a quasi umbrella term for all forms of other-than-(so called)-traditional methods, the word alternative tends to make some implications that may not necessarily be true. Think about terms like:

Alternative Medicine
Alternative Lifestyles
Alternate route (DETOUR?!?! Grrr. Ugh!)
Alternative School

For a person like me, who thinks of myself as a haphazard non-conformist, it's not a heavy word. I get it. I even like to see it. I believe in the value/benefit of alternative education! I think people have a right to choose whatever life style they want, once it is one that doesn't cause harm to others - and I still consider it "regular."

Me: "What's this? 'alternative band-aids?' Yes, please!"
Me: Home made deodorant? I'll take one for me and 20 for my friends!

But for our brothers and sisters steeped in tradition, that "A" word is a bit off-putting. They think of tie-dye and armpit hair. Both very neutral things mind you (shucks, I have both), but the word associations... well.

So. Getting on with it!

I believe that what is happening in the alternative education realm - from Montessori to Democratic Education and everything in between - is really a form of Progress. These are innovative approaches to learning and schooling. They are advanced methodologies seeking to meet the needs of coming generations, humanity, and all the ills they will inherit from their forebears. (Umm, us.)

In my mind, this movement is now known as:

"Progressive Education"


What do you think? Maybe not THE most ORIGINAL name ever or anything, but it feels better in my mouth and my mind because "progressive" speaks of moving forward, where "alternative" is a peripheral choice that you could very likely and easily live without.

Let's hear your thoughts...]]> 2010-08-26T01:21:07+00:00 Goals met? http://democraticeducation.org/index.php/blog/article/goals_met/ http://democraticeducation.org/index.php/blog/article/goals_met/#When:15:42:28Z
My official evaluation was a week ago. I have my copy of it around here somewhere.... Anyway, things went wonderfully according to my vice principal. She was very happy with my performance. That is good, because I need to keep my job. She is happy, and my family has health insurance. My goals for the administration were met.

I do recall that I set different goals for myself, than I turned in for the powers that be. I wrote about my goals in my first post for IDEA. Let's see how I did....


1. I will work to create an atmosphere of personal responsibility, where people are able to express their needs of the curriculum, and get those needs met.

I established a good report with most of my students this year. I will admit that not all the 150 kids in my class were always happy to be there, nor did they decide that Spanish One was the most important class in their schedule, but all but one child passed the class. Students, over all, did participate in class work and story creation. During the final oral, kids were able to express themselves in short sentences, even if their overall score in the class was hovering at 60%. I feel I came close to meeting this goal, though I have room to grow in this area. There is a fine line between cultivating personal responsibility in students, and demanding behavioral standards and actual interest in the lessons. I hope in the future I can focus more on the individual and less on the trappings of a traditional high school class.

2. I will have the kids write personal goals for the class, and have them do self check-ins every grading period, and allow them to adjust their goals based on where they really are, and what they really want to achieve.

Kids did write and revisit goals this year. At the beginning of the year, they all wrote what they believed I wanted to hear. There was a lot of "I will earn an A in this class and study for it every night." As the year wore on, things changed: "I will keep my C and review the vocab once a week." When if became obvious that the goals had nothing to do with me, and all to do with a self check, the product was better and more real. I will continue to have kids write personal goals. I think it is beneficial for all of us.

3. I will place emphasis on what the students can create, and guide them toward higher levels of comprehension, but allow the final product be their own. I don't have a mass produced rubric to assess their products.

The students created some wonderful stories this year! I think that having them choose the presentation method, as well as the overall structure of the lesson contributed to their creativity. We had Quesadilla Monsters, Bear-Eating fish, and Fainting Goats, trips all around the world looking for lost socks, and teacher-eating wolves that attend our high school. The crazy stories the kids created helped them remember the language functions for each lesson, kept their attention, and had us all laughing "a carcajadas." (vocab word from chapter 6)

4. I will keep close tabs on how the students' writing, speaking, and listening comprehension improves, and give them individual feedback on what I see.

Students write short stories in Spanish all year long. I am able to see the grammar points that need to be readdressed, the concepts that they have down pat, and those that will take some additional practice through their writing. I feel that I addressed class needs well this year, but did not address all the needs of the individuals as well as I should have. I need to take more time next year to work on individual feedback. I correct papers, and highlight errors, I have a few sit down and reteach moments with each kid through the year, but I know there is the need for more. This goal will reappear in the future!

5. I will talk to the kids on a daily basis, even if it is just to see how their weekend went, or to comment on the cool socks they are wearing.

I like talking to my students. They are neat people. I know that I had tons of conversations about everything and nothing. Did I do this with each one of the 150 students? I think so; I really hope so! I do have a lot of "fridge art" this year. Many kids brought me their art projects, and they will be redisplayed in the fall. I had a bunch of, "listen to this cool song" music make its way to my ears. I know the favorite authors of about 40 students, and their favorite gummy candy flavor. I have seen lots of Tom's shoes wearers, and owners of amazing socks, and commented every time. I have a bunch of "Thank you" cards from kids. This doesn't mean that I spoke too all of them on an individual level, though. Making this personal connection is the most important part of the job, and I can't say I have done it 100%.

So, what is next?

I am not going to think about that until August. I have two wonderful children of my own that get Mommy all summer long! We will have adventures and trips to the pool; we'll eat too much ice-cream and soak up all that the Great Northwest has to offer us.

I wish you all a happy and restorative summer!
]]> Teaching 2010-06-18T15:42:28+00:00 Improv…with Drama http://democraticeducation.org/index.php/blog/article/Improv...with_Drama/ http://democraticeducation.org/index.php/blog/article/Improv...with_Drama/#When:00:41:52Z
For the past ten years or so, I have been putting on a stage show with the assistance and collaboration of my colleague, Craig Madison. We have not always had the same grade level, in fact, this year he teaches third grade to my fourth grade. But we still get our kids together and put on a show.

The fact that we put on a play is nice, perhaps even astonishing considering how many students are involved, but I am writing about it because of a very special aspect of our production. The play is always totally improvised. There is no script, no preconceived plot, no particular direction. The entire production is fleshed out with the kids during the course of about one month before it is finally presented to the student body.

Craig and I have the luxury of having students who have seen these productions already, and they know that they tend to be somewhat, shall we say, rollicking. I could have used the word “confusing,” but "rollicking" implies a sense and joy and craziness. Putting 60 kids on stage will almost always lead to craziness.

Truth be told, by the time we actually present the show to the audience, it is pretty tight. They all know their parts, they all have a eye patch or wig or tutu to wear. The improvisational aspect of this endeavor lasts only a couple of weeks, but the fact that the kids write their own lines, or are fed lines by me or Craig, means that there is no script to memorize. That means that they are much more willing to become their characters. All it takes is acting, not memorizing.

Several years ago, after the three shows were concluded, a girl came up to me to offer her feelings of being in the show. This student was really, really bright. She was well traveled and very confident. What she said surprised me. She said, “That was the most important thing I have ever done.” At times when chaos is surrounding me in the first few days of play practice, I remember that student and her comment.

In the past, the themes of the play have included time travel, live rock and roll music, dancing waiters, and sharks. And the Superintendent. So far this year, we have time travel, live rock and roll music, belly dancers, and sharks. And the new Superintendent. The show this year, called “The Witness,” will take place June 1. I'll let you know how it is coming along.
]]> Teaching 2010-05-12T00:41:52+00:00 ‘Cause It’s Like Democracy…. http://democraticeducation.org/index.php/blog/article/cause_its_like_democracy/ http://democraticeducation.org/index.php/blog/article/cause_its_like_democracy/#When:02:02:02Z Maybe Kids Should Have a Say in How They Receive Information?"

The experiment is going so well that we have increased the control the kids have in the daily lesson planning. Every day there is bell work, but that is the only set event of the class period. I have the day's activities arranged in three or four different orders. The students vote for the arrangement they believe fits their needs. Each option includes the same work, but the order is different.

So how is it going?

From my perspective, pretty good. I am not seeing as many springtime behavioral issues as I have in the past. The kids report being happy. They feel that they are more invested when they set the agenda. There are a few kids that get miffed, when their selection isn't in the majority, but over all things are going well.

Responses from real kids:

"Even though we have to do the same stuff, it makes it better because we get to choose."

"We know what is coming next because we set the schedule."

"It makes us more prone to work because we got to choose..."

"I like it because it is giving us a choice, and you are not lame and just forcing us to do stuff." (she did say "lame")

"It works better 'cause it is like a democracy."

"Instead of just telling us, it makes us more likely to do it, and not rebel, because we are the ones who get to choose what we are doing."

"I like it because it gets us involved, and we get to choose what we do."


There ya go....From the mouths of freshman, and one sophomore.
]]> DemEd in Real Life, Students, Teaching 2010-04-30T02:02:02+00:00 Maybe Kids Should Have a Say in How They Receive Information? http://democraticeducation.org/index.php/blog/article/maybe_kids_should_have_a_say_in_how_they_receive_information/ http://democraticeducation.org/index.php/blog/article/maybe_kids_should_have_a_say_in_how_they_receive_information/#When:02:46:35Z
How much order should be implemented by a teacher?

What does a student-driven classroom look like?

I think that all teachers that are interested in democracy in the classroom ask these questions on a regular basis. I think that the answers are as different as the individuals involved.

I want students to feel ownership of the class and the material I teach. I want them to recognize their participation is needed if they are too learn. I don't want them to feel that learning is something that happens to them, but instead, something that they choose to do.

Currently I am trying to answer my questions by letting the students select the mode of presentation that I use to introduce and practice the curriculum. There are four different ways I can present the lesson, each equally valid, but some more interesting than others. One manner of presentation has me drawing pictures, one way has a few children from the class acting out a story, one is just writing, and one involves a bunch of reading. I have a favorite, but that doesn't mean it is the best way for the majority of the people in the room with me. Maybe the kids should have a say in how they receive the information?

Sure.... let's give it a try!

For the past two weeks, each class has voted on the method used to receive the new lesson for the day. I have written the options for presentation on the board, and given each option a number. I have the students do a quick show of fingers for their top two choices, then take a quick scan of the room. I survey for the top two choices, and then a discussion begins. Students who feel strongly about the method they choose are given a chance to state their opinions. Kids often say that one way is more fun to watch, or it keeps them more interested in the topic. They say that one way is better than another for visual learners, or kids who learn through movement, or kids that listen to learn...

Students then vote on the method as a class....and the result tailors how I teach.

I did a poll today to see how they liked having the additional control. Out of the seventy kids asked, only one said that it didn't work for him.

Democracy rules. smile ]]> Teaching 2010-04-09T02:46:35+00:00 Want coffee? http://democraticeducation.org/index.php/blog/article/want_coffee/ http://democraticeducation.org/index.php/blog/article/want_coffee/#When:03:06:22Z
I have had to scrape my windshield in the mornings, but the kids are wearing their summer apparel. Go figure. I am freezing, and the students seem to be in another place entirely. Not just in the shorts and shorter skirts, but in their class work as well. It is as though they are bored with me.

In order to shake things up a little I have decided that April will be the month of Guest Speakers. I would like to have real people, doing real jobs, come and talk to my juniors. My eleventh graders are in a class that helps prepare them for college. I am hoping that guest speakers will give the kids the extra energy they need to finish the year strong. Right now we are floundering a bit....

Getting people to talk to my kids should be SUPER easy. I know cool and exciting people, doing cool and exciting things!

Not all cool people want to talk to a group of teenagers. Some of it is the common fear of public speaking. Some of it is that high school was not their favorite place to be, so why visit one? Ugh, painful!

Many of the fascinating people I know don't think their story is something any teenager wants to hear. They feel that their path has been too full of struggles, they have faced too much failure, or that they are financially struggling to stay afloat. Why tell kids that?

You tell kids that because it is the truth.

Education is not a magic bullet. It can help, and it can provide a gateway to higher pay. It does not guarantee you a job, and has no hold on happiness or personal fulfillment. It is just an aide.

So, what about the wonderful juniors that are SO ready for summer?

Well, they will get to hear from a number of very cool people doing cool things. I have a research librarian, a cancer researcher, a manager of an upscale clothing store, a software programmer/ ex-game programmer, a homeschooling mom with a degree in Philosophy, and a midwife who have signed on to the task. These people have reaped the benefits of a college education.

There are more cool people out there, who have experienced their own version of success. I want my students to hear from them. I would rather the kids hear from someone that feels a passion for what they do, than from a person with the perfect journey. The kids should hear from the writer that loves what they do, or the artist that creates beauty from discarded fabrics. I wish these people would come visit us too.

I pay guest speakers in coffee.
]]> DemEd in Real Life, Teaching 2010-03-11T03:06:22+00:00 Help? http://democraticeducation.org/index.php/blog/article/help/ http://democraticeducation.org/index.php/blog/article/help/#When:03:40:02Z
The ambulance, police, and fire trucks soon arrived. My husband was thanked, and then he went on his way... with a full day of work ahead of him.

What makes a person help others? When is help needed? When is help not so helpful, but instead keeps a person from learning?

The answer for the pedestrian is clear. HELP, NOW!

There are a lot of situations that I walk into daily where the answer isn't so clear.

When a student is struggling with material, is the need acute? How long should they suffer? If I provide the right answer am I doing the right thing?

I don't think so. The students have been taught, in their years of public school, that the teacher is the gatekeeper of knowledge.

That would mean that I, Alison, hold the key to Spanish. lol....

Nope, but I can hope to present it in a way that the kids can acquire some of the basic building blocks of the language. I provide multiple examples highlighting the grammar facts that I am trying to teach, and ask the kids to create the grammar rule. I will correct the rule if need be, but at the basic levels of the language, looking for patterns and then naming them comes easily to most students.

So, on any given day, you could walk into my classroom and hear...

"HELP!" "Brink, how do you say, The monsters like to eat their Spanish homework?...in Spanish?"

"Hummm...Where would you start?"

"Uhh, with The Monsters."

"Yup... how did we say that earlier?"

"IDK" I don't know.

"Groovy, ask your table mates." The kids are seated in groups of four.

Lo and behold, if I give any table, at any time, a few focused minutes, they will produce happy homework-eating monsters.

It takes a lot longer...but I believe they learn more from their Socratic-like dialogue amongst their peers than they would learn from The Teacher as Dictionary model.

There are some situations where an individual needs focused one-on-one assistance. If a quick one-minute chat can't solve the problem, then the student, regrettably, needs to come in before school, after school, or during our short lunch break for help. My classes have at least twenty-eight students in each section, if I pause for more than a minute here or there, then getting the group to move from one activity to the next is painful for us all.

I don't hold the keys to Spanish, or to their brains. As students, when they work together to learn, they are powerful. They can use the few blocks of language that I show them to create things that I would never come up with.

I try to answer questions with patience, when I am willing to answer them at all.
]]> DemEd in Real Life, Students, Teaching 2010-02-24T03:40:02+00:00 The Worlds of Fractions and Spelling Collide http://democraticeducation.org/index.php/blog/article/the_worlds_of_fractions_and_spelling_collide/ http://democraticeducation.org/index.php/blog/article/the_worlds_of_fractions_and_spelling_collide/#When:19:58:15Z
I wrote on January 19 ("Quadrant Spelling") about the way I deliver spelling words to my fourth-grade students, via a pocket chart in the form of an x,y quadrant graph. They all know about coordinates, points, rows and columns now, and participate with great enthusiasm.

We recently began adding fractions with uncommon denominators. Heady stuff. Many blank faces. Confusion. In fact, many students still do not really have a grasp of what a fraction actually is.

Wait, what about spelling? The idea popped into my head to ask them to tell me the fraction of letters in the word at point -3,-5 (where I'd posted the word "dimmed") that are vowels (2/6, simplified to 1/3). Or, what fraction of the letters in the word at -4,-2 (where I'd posted the word "running") are consonants? What fraction of the words in column -3 have the letter "L"?

When asked these new questions, the students immediately responded with comments like "OOOO!, let me see!" They love the challenge of something new. My fellows teachers are also impressed, and the spelling/quadrant chart is spreading through El Verano School.

Pretty cool. Tuesday, it's back to uncommon denominators. Maybe something else will pop into my head.]]> DemEd in Real Life, Teaching 2010-02-14T19:58:15+00:00