授業で子どもの「発言」だけを求めているのでは足りないということ。
From this semseter, I am auditing a course, "Inquiries into learning", which covers numerous questions that educators go though while studying or experiences teaching.
The reasons why I registered this course is to have better understanding about what "learning" is, what makes good learning, how educators facilitate learning etc. Another reason is the course director being in charge of this class; Dr. Dion. In winter break, I found out her videos talking about Indigenous issues. Her way of talking was very clear, and attracted me to listen to her more. Then I also found out she teaches at York! (What a nice coincident.)
BTW the studetns taking this course are so diverse in terms of age. Some (not only one or two) have babies, others have already experiences to teach in public schools for at least 5 years, and many have husband and wife. Therefore, the discussion here is more relevant with their recent teaching experiences! So excited to hear from them every single time!
Anyhow, in the title of this post, I intend to ask questions such as:
- Are we, as educator, satisfying to see just students responnding to teachers?
- They look like participating, but seeing answer coming from their mouths is just a surface level of observation, isn't it?
- What do educators need to pay attention to engage studetns and foster their learning during the class?
The topic we discussed today was about curiosity, based on “On Listening to What Children Say”. (1986, Vivian).
This article talks about what curiosity have to do with teaching and learning, focusing on kindergarten kids. (... I dunno how I can translate this sentense into Japanese... what curiosity have to do... is there such expression in Japanese?)
In last class, we had conversations about how students, teachers and contents are connected, sharing our own experiences. So, on top of that idea, we confirmed two things:
- teachers have to be curious about studetns' thinkings; and
- studetns have to be allowed to express their curiosites because these drives studetns to deepen their learnings.
In reality, many teachers seem to have experienced that they shut down students' questionsin class because they have to care about meaningful learning, follow curriculum, and get studetns to the certain levels (goals). However, in such situations, giving a right answers right away could diminish the chances of students' thinking process that they are supporsed to take. The other peer explained that another reason to be confused with questions from studetns might be the fear. Even though being asked questions might sound like "your teaching is not clear", this is not always true. Because studetns are learning something they haven't known, it is natural to question something. Also, questioning is the sign of grasp of something. What educators have to do is uterlize the sign of learning to scaffold rather than just shut down the questions. Yet, the balance of taking time for questions and knowledge intake is hard one. We confirmed that nothing wrong with taking time to hear how do students think, even if you are in math and ascience types of subjects which already have solid answers.
Questions mean a lot, so it is always better leave some space for that.
The most important thing we talked about is listening to students to know their thinking process, not the answer.
Listening to students' answer is not enough as educators. Showing your curiosities towards studetns by asking why students think in such a way.
After today's class, I was thinknig about my future practicum in my highschool.
I'll be in charge of some English classes though, gotta remember to appereciate questions they have, and let them share the thinking process to deepen their learning. Such situations might be regarding to grammar questions in highschool English class. But moreover, I wanna try facilitating discussions because discussion (some times debate also) is a good opportunity to explain WHY you believe this way.
I'll keep reminding me that being curious about students creates trusts, respects and relationship with studetns. This is not limited to studetns-teachers relationship though, it is something I want to appereciate from now on.
