This was a "heavy" chapter, difficult to read and digest but with a strong message. From the very first paragraphs to the very last pages, the message seemed to be the urgency and importance of relationships. I agree with Hicks that authentic learning does not take place in a vacuum. True learning involves emotional commitment just as a relationship involves such a commitment; just as learning itself mirrors the sensitivity inherent in a meaningful realtionship, meaningful relationships (teacher/student, student/parent, parent/teacher) support meaningful learning. Rose equated teaching with romancing when he stated that he'd learned to "woo kids" in order to bring relevance, significance into the classroom ("Knowledge gained its meaning, at least initially, through a touch on the shoulder,......a conversation....."). So complicated and yet so simple; as people, we respond to those who value us and shut down if we sense we are undervalued. If this is so, then shouldn't we, as teachers, value our students, in order to establish a relationship that can foster inquiry?
Hicks has continually reminded us that dialogue is the means to establishing an environment in which all (students, teachers, parents) are valued and all claim ownership to the learning that results. Historically educational institutions have not supported such open dialogue. In fact, students have been (and continue to be) reduced to a set of data and then labeled as if they are nothing more than a product to be marketed. In this highly competitive age of accountability and "marketability" we as educators have hurrriedly forsaken the old fashioned skill of LISTENING. In our rush to push our students to perform, compete, excel, we have often lost touch with the essence of the child we seek to educate. Hicks implores us to notice the "richness of children's situated histories" in order to reverse the dehumanizing trends in education. In order to establish meaning, relevance, to learning for all our students, Hicks insists we concern ourselves not with instructional strategies but with establishing meaningful realationships. According to Hicks, meaningful dialogue happens when we, as teachers, are willing to entertain and imagine new practices incorporating the differences that we, teachers and students, bring to the classroom.
Yes, we teachers should be angry, not that our students fail their proficiency tests or that their parents fail to understand our formal instructional goals, but that the system is failing our students! All the guided reading workshops and cultural practice professional education does me (the teacher) no good if I hold fast to simplistic formulas of "appropriate" (often privileged) learning behaviors. I agree with Hicks that true learning can come only from an environment in which both student and teacher are vested, mirroring a successful relationship, in which both parties are willing to identify and take into account the differences which enhance the relationship. I hope I can take this idea, the concept of developing hybrid languages of inquiry, back into my classroom
Betsy Baldwin
Comments (12)
Betsy,
I agree. We have to establish relationships with our students. Children know when you value them just like adults do. I used to consider myself a good listener. Now, I have to really watch myself because sometimes I get caught up with trying to complete K-2 assessments or trying to get an activity finished. I have to remember that it is the students that we are there for.
Posted by Dawn Thomas | June 21, 2007 5:43 PM
Posted on June 21, 2007 17:43
Betsy:
You did a great job summing up the chapter in your comments. I agree with you and the book that vested relationships and listening are the key. I also agree that without these all the methods and strategies in the world will do us no good. I loved your comment about being more willing to perform for those who value us and how simple that is to transfer it to our students and their parents. I have to remember not to judge but to listen.
Posted by Sara Joyce | June 21, 2007 6:15 PM
Posted on June 21, 2007 18:15
Betsy,
I COULDN'T AGREE MORE. Children do know when we value them and when they feel valued they WANT to do more. This desire to please is so beautiful. I want to hug my students when they show this effort to please me. I want my students to know that they're important. I love to see your insight into this in the classroom. You have to be a wonderful teacher. If only our students were blessed to have teachers touch their lives each year with the compassion and kindness that you offer to your's. THAT is a true teacher.
Posted by Jeanna McIntyre | June 21, 2007 8:35 PM
Posted on June 21, 2007 20:35
Betsy,
I agree with you that the system is failing our students. I believe that many teachers try strategy after strategy and activity after activity, only to end the year with boring test-ready skills and testing, testing, testing! It's sending our kids the wrong message! All of the year's work should not be summed up in one test, especially when children are so different! Not everyone learns the same and not everyone can test the same. Don't you think some politicians should have to read this book?
Posted by Andrea Lehman | June 21, 2007 10:28 PM
Posted on June 21, 2007 22:28
Betsy,
Your comments are truly wonderful to read. You have a good understanding of what Hicks was trying to teach us. This book and particuarly the last chapter makes you really stop and think about how we as educators can foster a relationship with our students that not only educates them, but also it enables them to celebrate the students they are. By providing them opportunities to talk, experience learning and inquire, we make learning more enjoyable and lasting.
Beth Rigsbee
Posted by Beth Rigsbee | June 22, 2007 11:11 AM
Posted on June 22, 2007 11:11
Betsy,
I agree with you 100% when you stated, “we respond to those who value us and shut down if we sense we are undervalued. If this is so, then shouldn't we, as teachers, value our students, in order to establish a relationship that can foster inquiry?” Our students do know when they are loved and valued by us and they thoroughly enjoy coming to school because of the love they feel from their teacher. When they are loved, these children will do more and will try their hardest to please you and show you that they are successful. When you believe in them, they in turn believe in themselves. I truly believe that by establishing a relationship with your students, the compassion, and understanding YOU have for them, YOU will make a difference in the lives of the students YOU teach.
Posted by Shirley Mathis | June 22, 2007 8:30 PM
Posted on June 22, 2007 20:30
The system is failing our students. Everyday more and more student fall through the cracks of the tangled web we call education and achievement scores. But we have to keep doing what we know works and what we know is best. Otherwise I mean, what else can you do. Keep on keeping on as some of my students say. We are never going to have a system that is perfect. It just will not happen. You can not please everyone and there will always be some negative side effect to whatever new strategy bandwagon the education system has jumped onto this week. The only thing to do is just to keep doing what we do best and that is to teach to the best of our ability every single day we have in the classroom. You never know who might be learning something new.
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Posted on June 22, 2007 23:54
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