Who is it really about?

Who is it really about? Why are we (most of us) wanting to teach? How will that reflect in your classroom?
Unfortunately, for unseen circumstances, I was not able to make it to class this past Tuesday, but it is my understanding that during Tuesday’s class there was a discussion about whether we, as individuals in the classroom, see our teaching styles as being student based or teacher based. Here I present an article about a teacher who, over the years, has changed and formed his teaching style so that the teacher and students are equal.
His approach is an interesting one, and I encourage all of you to read the article if you have a spare few moments. It relates to what we were talking about today in class also in The State of the Individual; the idea that students should be making decisions and leading their learning and the concept of the good. Scott Henstrand, the teacher this article is written about, sees everyone in the classroom as the learner, including himself. “It requires a different mindset,” He says. “Teaching is as much an internal journey, with the relationship between humans in a class as essential as pedagogy… Everyone is capable of that mindset. It really comes down to what you trust: Do you trust the process, and do you trust the students?”
I missed the discussion in class about views on the learner in this sense, so maybe we can form one here. What do you trust? Could you see yourselves in a classroom such as this, where you step down and allow the students stand up? Or do you do you see yourself in the more familiar role of teacher as manager of the classroom?
For myself, though I am (most likely) not going into education anymore, I see myself identifying with wanting to find a balance but leaning towards equals of teacher and student. I think there needs to be a balance with teacher in a “manager” position but I also see how beneficial for students to have the opportunity to think for themselves rather than just being told information and having to retain it. In this way, I see that even the most boring subjects can become interesting when the student is forced to engage with it. It is a different way of creative teaching and requires a different sort of planning which would probably be harder than the more familiar ways of teaching, but hearing the success stories, I am identifying with this idea more and more.
Some of you may also find this idea of the “Big History”, which is mentioned in the article about Scott Henstrand, to be interesting and I’ve included a link here.
Blessings,
-Angie

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