these questions were based on the article
"Natural Human Roles in Classroom"
This Week's Questions
[posed by Colleen A.]
Do you know?
[Question 1] How can Emergence and Project Based Learning be used together to help students become more effective learners?
[Question 2] Does a teacher go into shock every time a student asks a question that she doesn't expect or know the answer to? If yes, does that explain why teaching is so exhausting?
To answer your question now, yes, going into shock about not being able to answer a student's question can make teaching exhausting. We cannot assume though that this is the nature of what is happening. There are many possible BLocks here, and the one you mention is but one. A good possibility, yes. But only one of many good possibilities.
What would some others be? Being a two in a room full of ones. Being in shock from life events outside the classroom, such as from school politics or from marital stress. Being overwhelmed by trying to help a parent deal with illness or end of life issues. Being torn between teaching someone else's kids and being with your own children.
These are but a few very real possibilities. In truth, then, there are almost an infinite amount of possible BLocks which could be provoking a teacher into shock. Remember too though, that there are also an infinite number of possible solutions as well.
[Question 3] How are students affected when a teacher goes into shock?
[Question 4] How can I help teachers to celebrate and delight in their students' "questioning" more?
[Question 5] How do we teach children to connect to their teachers and other students?
[Question 6] If connections occur only between two people, how can a teacher keep 25 students connected / learning / engaged at once? Is there something more than just witnessing a classmate’s connection with the teacher, or is that enough?
[Question 7] Can students be connected to curriculum? Or are they connected to the author or to a perceived personality?
To whom have the students connected then?
When students connect to authors, teachers, and to perceived personalities, such as to mythical creatures and historical characters, they have made a Layer 9 connection, as these connections are to "beings." When students connect to the awe and wonder of the solar system or to the incredible beauty of the Grand Canyon, they have made Layer 10 connections, as these connections are to "non beings."
Finally, how do you know they have made one of these connections? You know because they exhibit the sign of having had an emergence. What sign? They feel delight. In what? In having discovered for themselves, the beauty in these beings and non beings. And by inference, the beauty in the very world of which they are a part.
[Question 8] If we can know only what we can picture, then how can we possibly know advanced mathematical ideas such as those studied from advanced calculus on up? At some point, doesn't math become too abstract to picture in the real world?
When does this occur? When we ask babies to label everything in their world, by asking them to learn to speak. Words, then, are the primary "abstraction," the first way we learn to abstractly refer to the things in our world rather than to what they actually look like.
Know that this idea, that we can "abstract" from real life the essential pattern of a thing or an action, is one of the root beliefs within all Emergence Theory; that to understand our world, we must learn to see the patterns within nature. At the same time, doing this consciously this is one of the most difficult concepts of all to grasp. Why? Because it requires we learn to read and construct "visual ratios," which happens to be the basis for all Emergence Paper Therapies, from "P" Curves and Visual Intensity Maps to Gender Identity Charts and Social Priority Questionnaires.From: "Natural Human Roles in the Classroom - Teachers and Students - Ranges and Roles"
[Question 9] How can a person be both warm and detached?
[Question 10] Should Project Based Learning, at its best, demand the teacher be a Generalist, while at the same time, allowing the students to become Specialists, hence, the combination creating a Naturalist environment in the classroom? Or should the teacher always be a Naturalist?
To answer your question though, the main point for knowing this diagram is to give teachers a visual ratio for learning. In other words, this diagram represents a visual analog for the actual learning process. Teachers who learn it then get to recognize the route by which they can create the ideal teaching / learning environment. What would this environment look like?
In the ideal learning environment, both teachers and students would begin any new learning within the "holistic" zone, as "naturalists." Then, as students progressively incorporated more and more visual ratios for this learning, the teacher would then encourage the students to slowly try on both the "generalist" and the "specialist" roles, while at the same time watching for students who have exceeded their visual capacity and so, have gone into shock.
Here, then, is the second value in having teachers visually incorporate this diagram. In other words, should a student stray too far into the generalist role, a teacher could then use her knowledge of the ranges and roles to counter with the equal and opposite remedy, in this case, to step into the specialist role. Like wise, should a student stray too far into the specialist role, a teacher could then use her knowledge of the ranges and roles to counter by stepping into the generalist role.
Ideally then, all teaching / learning would begin, and end, with both teachers and students in the naturalist role. Why? Because true learning; meaning, emergences, happen only within the holistic zone. And true anti-learning; meaning, boredom, happens only within the dead zone.From: "What Kills Students' Love of Learning"
[Question 11] Would you please give an (elementary school) example of what you mean in the above a teacher’s credibility is valued more than the students’ own "experiences. I don’t have a picture of it.
[Question 12] It is so sad to me to think of how rare something so valuable is, especially for someone like you. How can teachers find a way to continue to love teaching and to be passionate about what they teach, when they are under such pressure by the district and state mandates to teach overwhelming curriculums; to learn new curriculums after school hours; to meet with demanding parents; to do lunch duty; to reflect on and plan lessons; to confer with colleagues; to correct homework, and to run after school programs, oh yeah, not to mention the 6 hours per day they are actually responsible for 25 students?
How? The answer is simple, albeit, somewhat difficult to keep in mind. Make connecting more important than information. Always. Make learning to teach, and learning more about what you teach, more important than meeting demands and complying with rules.
The opposite; making information more important than connecting, and making meeting demands and complying with rules more important than learning to teach and learning more about what you teach, guarantees you will likely keep your job but at the same time want to quit as you will burn out.
Your choice, Colleen. Safe world, or better world. Not an easy choice to make. I've made mine. How about you?
[Question 13] Is this not the true nature of Project Based Learning?
Sadly, without the underlying visual ratios, we turn everything into a parroted technique. The hope is that good hearted folks like you can wake up the world of teaching. And get them to remember why they became teachers in the first place. The love of teaching. And the love of learning to teach. No one who remembers this ever burns out. I certainly don't.