When teachers take a backseat, students can take the lead.

You don’t have to take my word for it, after all, I myself am a walking talking oxymoron. You see, I’m a bit of an expert in rethinking education. In other words, I’ve gotten really good at questioning my own authority in the classroom and other learning environments.

It is therefore very difficult for me to feel comfortable calling myself an “education expert”, because I don’t think sharing expertise makes for good education. It’s top-down, and top-heavy, quelling the potential for self-directed learning (which is the most fruitful kind).

From my non-expert position, I ask you to consider joining me there.

As educators we need to de-center ourselves in relation to our students, and let them take the lead.

I came to question hierarchical education models because they had failed me time and time again throughout my life–as a learner, and later, as a teacher myself.

Being a curious person, I kept asking questions (instead of accepting foregone conclusions) about how we educate, until I found interesting answers and open-ended discussions that served to fan a little flame inside of me (reigniting a spark that had very nearly gone out).

And now I’m taking the lead–on what I learn and how, on what I want to do with what I’ve learned, and (since what I want to do is facilitate others on their learning journey) on how I teach.

And now in the spirit of oxymorons–a test with the answers freely given, espoused from a position that is anti-espousing:

Q. Why should we take a backseat when learning is involved?

A. Because when a teacher takes the lead, the student is left behind.

Q. What happens when a person is self-directed in their learning?

A. Their spark turns into the flame that lights their way forward.

This post was created with Typeshare

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Heather Cosidetto

Heather Cosidetto

things thought, ad infinitum; things made, ampersand.land; things pictured, instagram @cosidetto