On Embracing Discourse

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When I took on the challenge of becoming a National Board Certified teacher in 2000, I videotaped myself for the “Whole Class Discussion” portfolio entry.

It was a dismal affair.  It featured a teacher pitching vague questions that went nowhere, followed by some that were enthusiastically answered by the two or three extroverts in the room. The rest of the students busied themselves picking lint off their clothing.

Luckily, board certification is primarily reflective.  My reflection indicated that this was an area where I needed help—fast.

That was 16 years ago, but correcting this one problem lead to a continual search for strategies that let students lead their own learning. It has been well worth the journey. … KEEP READING