#1: “I want you to voice meaningful opinions and learn to articulately participate in group discussions, but you need to listen to me speak 90% of the time.”
Speaking and listening skills do not spontaneously happen; they take years of purposeful cultivation. When the teacher voice is the predominant one in the classroom, it takes away from opportunities for students’ voices to be heard, challenged, and refined.
#2: “You are competent, but you need to ask me before you use the restroom.”
I recently wrote about the need to abolish “Can I go to the bathroom?” There will always be specific exceptions for unique situations, but if we want our students to believe that we consider them to be competent and trustworthy, we should make trust the rule, not the exception.
#3: “It’s ok to fail and make mistakes, but remember you’re going to be graded on this!”
@hpitler @HonorsGradU or telling Ss that failing is part of learning, but then assign a grade…
— Malati Reeve (@malatireeve) January 19, 2016
Nothing quite like holding a weighty grade over someone’s head to keep them from wanting to take risks with their learning!
#4: “I want you to learn to be a critical thinker and problem solver, but I will give you all instructions for completing tasks!”
How often do we let them struggle? How often do purposefully teach the fixed vs. growth mindset to help them learn to persevere and problem-solve? (check out this wonderful example of supporting students as they learned to examine their own fixed vs. growth mindsets).
#5: “We are part of a shared learning environment, but every lesson, transition, and conversation starts and ends with me.”
We may tell our students that this is a shared learning environment, but are you really sharing it? Giving up control over every aspect of the learning can be a struggle, but it’s an important step toward creating a truly student-centered classroom.
#6: “I want you to discover and act upon your passions, but covering this curriculum is our biggest priority.”
@ShiftParadigm As we get familiar w/curriculum, we can pull overaraching CONCEPTS & help Ss make connections through their pursuits. #edchat
— Honors Grad U (@HonorsGradU) January 19, 2016
Of course the curriculum is generally set, but does that mean it must be the be-all-and-end-all in your learning environment? What if we let students take the lead with inquiry and project-based learning, while we pull overarching concepts (as opposed to content) and help them connect the dots?
#7: “I believe you can have a true voice in the world, but you’ll need to wait until you’re an adult before you can safely interact with individuals online.”
We want our students to be positive, contributing citizens of their communities; why do we hold back from teaching them to be positive, contributing digital citizens of the global community?
#8: “I want you to make authentic connections to this learning, but you need to memorize this because it will be on the test.”
If your answer to “why do we have to learn this” doesn’t reach beyond the test, it’s unlikely students are going to be making any personal connections any time soon. We can and should evaluate our students’ progress and learning, but it should be in the form of more natural feedback to their learning pursuits, rather than grading memorized content.
#9: “I want you to dream of possibilities, but the moment I give the quiet signal, you must immediately stop and pay attention to me.”
That isn’t to say you shouldn’t have a quiet signal. However, there are ways we can respect students’ thinking time, ie. giving them plenty of time to begin with, setting a timer, giving them notice before the transition, etc.
#10: What are other mixed messages you’ve seen? What can we do to change it? Please share in the comments!
featured image: Jon Wiley