I would like to push back on the student-centric approach.
paul martin
11

“When you live your life like the stories that you tell you are a fantastic storyteller.”

That was the quote that stuck out for me in the video. I would alter things slightly for my purposes:

When you live your learning like the lessons that you teach, then you are a fantastic teacher.

The first part of what I think should be done to improve and change teacher training is the dismantling of the segregation between the concepts of teaching and learning. Historically, this has created a dialectic of active/passive, adult/child, that is not conducive to good classrooms, I think, and is just plain wrong.

Authenticity, and knowledge of the kids in front of us is a big part of the story, I believe — and not just knowledge of a clinical or professional sort.

I understand your skepticism on the student agency front — it is all the rage right now to say if we only gave up control and got out of the way we would have better and more engaging classrooms. I don’t, personally or professionally believe this is the solution.

I hope that as I write more on this topic my vision will become more clear — I needed (I thought) to start where we were in Ontario before I could talk about what might come next. Queen’s is a very well respected university that graduates some really wonderful people — my wife is a product of their teacher education program (and I think she is pretty awesome…).

For me, in nutshell, where they fall down is their lack of work around the purpose of education, the lead learner’s role in the classroom, and the value and time spent on content as opposed to developing capacity and flexibility in the their students.

So, in brief, I beg for a reprieve until I can at least develop my vision. Then we can get out the pointy sticks and have at it! :)

Always good to hear from you Paul.

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