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What would teachers like their students to say about them behind their
backs? The answers were quite varied, but many of the answers spoke to
students' enthusiasm for the learning experiences we offer.
Discussion
Brookfield's latest book, published in April, 1999, concerns discussion, Discussion
as a Way of Teaching. The last part of Brookfield's visit to NVCC-Loudoun
concerned discussion and became an active question and answer session.
Brookfield cited Ira Shor's metaphor of the "Siberian Zone" in
classrooms, the corners to which students voluntarily exile themselves in order
to be as far away from the teacher--and being called on--as possible.
He also cited Jennifer Gore's explanation that students who feel different
hate sitting in a circle. It takes time to earn students' trust, which
comes when they perceive no contradiction between your expressed policies and
your reactions to what they do. Mandatory discussion is really pretty
autocratic. Teachers who explain the rationale of an activity beforehand and
model behavior before asking it of students will get less resistance.
Particular methods can be used to structure discussion, including
these:
 | Race, class, gender, and all the political inequities of the world outside
the classroom impact on activities inside the classroom. These
intersect with personality as students try to carry out their
"Conversational Roles," as described in the handouts of the
day. For example, the "scavenger" and the "umpire"
roles require more silence than talk. |
| During discussion, it is wise to have students pause to reflect on the
discussion so far, to jot down what is more troubling or more
important. In particular, it's important to give students who haven't
spoken the opportunity to speak, if they wish. |
| In the "Circle of Voices" method, each person who talks builds
on a previous comment; such a method suppresses dominators. |
| "Newsprint dialogue" is another method that spreads the
opportunity for discussion. Groups post their views on large pieces of
newsprint that are hung around the classroom. Individuals move from
paper to paper to write in their comments. |
| Let students have the last word in a class, perhaps with a summary or a
general impression. |
Being a Teacher
Much of the discussion centered on doing the job, being a colleague, and
such.
| For instance, one of the "hegemonic" assumptions that can make
you crazy is the assumption that teaching is a calling. Such an
assumption can get you to work three jobs in the time of one. A sort
of self-crucifixion can result when we are called upon to lead one more
committee or take just a few more students or one more section, even for
more pay. The price may be paid by our families and friends, our
health. |
| Much of what Brookfield and Ira Shor and others advocate can be seen by
those in power as subversive of their interests. To protect yourself
[and to make the experience more rewarding],
 | find allies who will help you to augur in change |
| speak in plain terms |
| build up brownie points by shouldering your share of responsibility so
that your challenges to anti-student policies can not be dismissed as
mere "Johnny-one-note" rabble-rousing |
|
| Form a group for Talking Teaching. Once a week, meet with a
few trusted faculty to talk over the pangs and triumphs of the week.
Attendance should, of course, be voluntary; but use no predetermined agenda. |
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1999