Insitutional Autobiography--(Teacher)
--"This is not to imply that no 'authentic' interactions can occur within the space of the classroom or, conversely, that all interactions in that space are necessarily duplicitous, cynical, self-serving, or self-protective" (Miller, 130-31). Writing at the End of the World
--"Stressing memorization, my teachers implied that education is largely a matter of acquiring knowledge already discovered. And they were right. For contrary to more progressive notions of learning, much that is learned in a classroom must be the already known; and much that is already known must be learned before a student can achieve truly independent thought" (Rodriguez, 94). Hunger of Memory
As I began to reflect on my own institutional autobiography, I found two quotes that focus on my role as teacher, specifically the beliefs and values I have developed as an educator. These two quotes contrast each other greatly with regard to certain stances that are taken on education. Miller's quote supports my way of thinking as a newer educator with different philosophies of teaching than described in the Rodriguez quote. Like Miller, I believe that real interactions between teachers and students, as well as between students themselves can and do occur. They are sometimes limited by the standards teachers must meet in the classroom. The pressures teachers face are certainly a major obstacle, particularly regarding standardized testing. However, it is the role and responsibility of the educator to find or create those moments in the school day where a real exchange can occur. Everyday I see the new insights that students can offer or the angle they see something from when reading a particular lierary work. It is all about the teacher's allowance of such thought in the classroom.
Rodriquez's quote stresses the old school of thought in which students are fed information as though they are empty vessels, devoid of any ability to think on their own. Where does self-discovery and basic inquisitveness fit into this pedagogy?? Active learning must be present in the classroom in which knowledge is shared, not deposited into the minds of passive beings. I believe independent thought occurs well before teachers offer their knowledge to students. I know before I started going to school my parents were the first teachers who helped foster my independent thinking. The "banking method" is the perfect way to turn many students away from the educational institution. In all honesty, if this was the only pedagogical strategy for teacher's to use in the classroom, I would turn away from education as a profession.
posted by Barbara Buran @ 1:21 PM
5 Comments:
I was just wondering about what you consider real interactions between the teacher and the students. If you were to pursue this topic, you might want to add some specific examples or experiences that you have personally had. I think that this would really create interest and help spark more learning about yourself within the institution.
I think you made a valid point when you stated "Active learning must be present in the classroom in which knowledge is shared, not deposited into the minds of passive beings." Students need to learn for themselves what life has to offer. As educators, we have to allow and grant them free thought and free experiences so that they may develop their own identity.
Great post. I agree with what you and Cheryl say, and my first reaction is that absolutely we must have authentic interactions with students, we mustn't just treat them as empty vessels. When reading Rodriguez, I often found him a little too conservative, a little too "old school" for me. But then I thought some more and I have a question: is there any significance to the fact that Rodriguez is speaking of his grammar school teachers, and Miller is speaking as a college professor? I don't believe Rodriguez is negating the importance of independent thinking; rather, he says, "Much that is already known must be learned BEFORE a student can achieve truly independent thought." Maybe there is validity to the idea of a base, of a structured foundation in the early years of education, and then later, in secondary school and in college, is the time for more independence. I don't know; this is just a thought I'm throwing out there! I agree that independent thought has to be fostered elsewhere too--my parents also encouraged that long before we even entered a classroom. And this brings us back to Miller's academic versus domestic sphere....
I agree that this is a great post and your Miller quote is one I was thinking to use as well. I think that there are many instances in the classroom where do not have authentic interactions between the students and it important to have these types of interactions, and like Lisa says our students are people who have feelings and reactions and we should try to engage them in conversation which will allow them to share these thoughts. I also found Rodriguez to have had a more conservative education, but honestly, that is how I was taught when I was in grammar, middle & high school even. I agree with you too that the most likely reason we were taught this way is because teachers (especially those more veterened teachers) struggle with the fact that all they do is leading up to a state exam for the students, so why bother to have authentic interaction with them or allow them to be active in their learning - they need to know specific things, lets just teach them those things.
I think that students need to learn thinking for themselves at a younger age, I think that grammar school, kindergarten even is a great place to start. I think the most effective way to allow students this ability is to begin having authentic interactions with them immediately. Of course that does not mean EVERY interaction has to be authentic, I'm not sure that is possible.
I agree wholeheartedly with Barbara's comment that "it is the role and responsibility of the educator to find or create those moments in the school day where a real exchange can occur." We as teachers must listen, hear and draw-out our students' thoughts and ideas. Finding original, meaningful and creative ways of doing this is the real challenge. Nevertheless, if we really listen and hear our students, they come up with some very unique techniques which often trigger methods/exercises which produce lively and oftentimes, healthy controversy during class discussions.
I feel in rodriguez's case the students are too young to know how to interpret information to the fullest extent. the two authors are taling about two different stages of a child's life. in the early years information is "shoveled" into the student's mind before explained and only to a general extent. as lisa says I don't believe Rodriguez is negating the importance of independent thinking; rather, he says, "Much that is already known must be learned BEFORE a student can achieve truly independent thought." i agree with age having a big part of it. i myself was taught this way; i am not saying it is completely correct and the only way but it has help me see what is important in teaching and how we can connect with students in a junior high and high school level.
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