“Can I tell you something and have you promise not to get mad?” asked a student. This was after the Socratic inner circle got done their discussion and this student, a member of the outer circle, was critiquing the inner circle’s dialogue.
“Okay. Well, I think you interjected probably a bit too much in this dialogue.”
As the professor, I am always part of the inner circle’s Socratic dialogues. The discussion is mostly theirs, but from time to time, I like to come into it, moving drifting conversations back on track, tying things back to the reading, and sometimes asking new questions if I think the discussion is hitting a wall.
And she was right. I did interject too much. I even remember at one point inadvertently cutting off a student who was about to say something in response to another student.
This is, in some sense, how teachers are. When we are in more “traditional” classrooms and we ask a question to which an answer or raised hand doesn’t come immediately, awkwardness sets in. Even if 10 seconds go by, we often feel like we, as teachers, have a duty to fill the silence. (more…)
The first class in which I will use Socratic seminars is coming up in a matter of hours. I am both excited and nervous about it. From what I’ve learned about Socratic seminar, though, it seems like that is natural, largely because when one allows the students to control the dialogue, the result is always going to be unpredictable. That means, of course, that I can’t really know in advance how well this is going to work, but the unpredictability is also quite exciting, and I think it will add a lot of freshness to the class.
Of course, I know it isn’t all left up to chance. Here are some things I have done and am doing to try and scaffold Socratic discussion for students. I am betting that only a few of the students have done classroom discussion this way; by a show of hands last class, only two had, and they don’t’ recall much about it (so it may have been early in their learning career). Therefore, there are things I am putting in place to try and support discussion during the critical first few weeks. (more…)
Yesterday and today, I taught my Fall semester classes for the first time. And in keeping with my desire to record my experience (for my reflection and your um, entertainment), here’s something these “first classes” have made me realize: I have a really tough time not centering my courses around me. This will take some work
Here’s some background. For the first day of my classes, I like to start right off with activity – no reading the syllabus at ’em. So, all three face-to-face courses (despite being different courses) followed the same format. They got into randomly assigned groups of six and took turns telling stories about their most memorable classroom experience. While one told a 3 minute story, the others would use post-it notes to write down one or two words the story made them think about. Once everyone had told their story and written post-its about the other stories, they worked in groups to organize the group’s words into categories (for one class, each class had to come up with two metaphors for what school is that they can use to organize their words. The other had to organize by whether the words fell into learning, motivation, or assessment.)
So, there is a lot of me resetting the online timer, walking around the room, and standing there. I’d interact with students and listen to stories being told, but mostly, the students ran the show. And I know that is how it should be. But here’s the thing: I noticed myself getting awfully fidgety during those three minute (and eight minute at the end) segments.
I think one reason I felt fidgety – like I should be DOING something – is that subconsciously, I have picked up the message about teaching and learning that most of us do: good teaching means the teacher is doing something at all times, and maybe ideally, is the central focus of what goes on in the classroom. But when your class period is designed in a way where students can move and do themselves – and where you don’t have to be the Sun in the room around whom student-planets must orbit – the teacher (well, at least me) will be left with the awkward feeling that at that moment, he should be doing more. (more…)