I always
ask my students a question on their roll sheet. The questions are meant to be
fun. I usually ask them about their favorites or ask them light questions about
their lives. The other day I asked my second class what they wanted the
question of the day to be. One of my students jokingly responded that I should
already have the questions prepared. I responded I was trying to give them
agency in their learning. Several students then commented I should just come to
the class and give them information while they sat there. I went into
full-scale pedagogical scholar mode and said, "actually that's called the
banking model of education and Paulo Freier in his book Pedagogy of the Oppressed strongly advocates against it." They
laughed and we moved on. The exchange was light-hearted, but I knew my students
really did feel that way about their responsibility as learners.
bell
hooks also agrees with Freier that the banking model does not promote student
engagement. I was especially interested in hooks' take on engagement. She does
not judge engagement solely on how interested the students are in the material.
Instead, hooks comments engaged pedagogy empowers both the students and
instructors, accounts for the well-being of both the mind and body, and encourages
genuine dialogue. Dang. That’s a lot to ask. It would be much easier to just
speed through some PowerPoint slides and send them on their way. But I never
once imagined teaching would be easy. If I was only interested in easy I would
not be a graduate student (let's be real). Freire and hooks both believe
educators have the potential to help students grow as people. To support this process, I have begun to give my students more leadership roles in the classroom. I now ask for volunteers to write things down on the board or ask a volunteer to lead discussions. It has honestly been a slow and painful process. My students are not accustomed to this type of learning. However, I am encouraged by the subtle changes in their engagement. I hope at least of few of my students will leave my class as more active and passionate participants in their own learning
#hookedonlearning #reengage
Jayme,
ReplyDeleteYour post inspired me! I have been struggling with one of my sections being completely disengaged. In fact, I sometimes think they also think that, "it would be much easier to just speed through some PowerPoint slides and send them on their way."
However, I think a lot of your actions coincide with a lot of bell hook's teaching. I think that it would be such a neat idea to implement volunteers and leaders in my classroom as you do with yours. As you explained, it will be a slow and (very) painful process.
I am very proud of you and the amazing teacher you have become! Keep it up!
#Pedagoalie
XOXO,
Chelsea
Jamie, this very insightful and refreshing. Although in majority of my classes I don't have that particular issue, I find it interesting the changes that you started to make in your classes. Moreover, I agree with the statements you provided of hooks and fiere " educators have the potential to help students grow as people" If you don't mind, I might incorporate some of these ideas for my future classes!
ReplyDelete#GoJamie #WhatAmIDoing
Jayme,
ReplyDeleteI have to say, your idea to "ask a volunteer to lead discussions" is brilliant. As you know, my students and I recently had a similar discussion about their desire for the Banking Model. I was struggling with how to shift my pedagogical methods to increase engagement and make my students care again. I found myself thinking the same awful thing - my how easy it would be to just do lectures slides. #dontpanic
Your determination to see your students achieve greatness is contagious to those around you. It is so amazing to see how hard you push and how great of a pedagogy you've become throughout the semester. I will be trying your idea for class-lead discussions this week!
<3 Rudi