Bird Droppings December 19, 2018
We tend to leave children behind?
“I believe that our own experience instructs us that the secret of education lies in respecting the pupil. It is not for you to choose what he shall know, what he shall do. It is chosen and foreordained, and he only holds the key to his own secret. By your tampering and thwarting and too much governing he may be hindered from his end and kept out of his own. Respect the child. Wait and see the new product of nature. Nature loves analogies, but not repetitions. Respect the child. Be not too much his parent. Trespass not on his solitude. But I hear the outcry which replies to this suggestion: – Would you verily throw up the reins of public and private discipline; would you leave the young child to the mad career of his own passions and whimsies, and call this anarchy a respect for the child’s nature? I answer, – Respect the child, and respect him to the end, but also respect yourself. Be the companion of his thought, the friend of his friendship, the lover of his virtue, – but no kinsman of his sin. Let him find you so true to yourself that you are the irreconcilable hater of his vice and the imperturbable slighter of his trifling.” Ralph Waldo Emerson
Nearly a hundred and fifty years ago my hero Ralph Waldo Emerson spoke about his idea of education and fortunately for me he wrote it down. The past few days my belief in this idea was severely tested. I actually mentioned euthanizing as a means of educational development in a sarcastic manner. After a good night’s sleep I am back plotting how to get students attention again. Always seems semantics and vocabulary pop up when I am backed in an educational corner. I am officially employed as per board meeting last night and even a 2% raise in January. A good morning already and I haven’t started my breakfast yet.
Over the last twelve years I have been directly involved in an educational program, Foxfire, which is based around John Dewey’s ideas on education. I was talking last Friday just before lunch with a fellow teacher and a local representative from PAGE, Professional Association of Georgia Educators, about education of all things. We discussed the idea of teaching top down as per common core standards. Here is where we are going and now how do we get there? That is more of real question than why did you not get where you are supposed to be? Interestingly enough this first statement is what Emerson and Dewey were talking about. As we talked I mentioned Foxfire and how it was in effect how good teachers teach without even knowing about Dewey and or Foxfire. Really it is not something new and outlandish it is just putting a name on good teaching habits and providing a frame work of ten core practices to work with.
Coincidently my friend who was involved in the discussion had retrieved from the discard book cart some old Foxfire books. Periodically the media center discards old and or tattered books for teachers to get first crack at before throwing out. It seems that I have built a library on discarded books. My friend had salvaged four old Foxfire books from the cart earlier in the day.
“I believe that education, therefore, is a process of living and not a preparation for future living. I believe that the school must represent present life-life as real and vital to the child as that which he carries on in the home, in the neighborhood, or on the playground. I believe that education which does not occur through forms of life, or that are worth living for their own sake, is always a poor substitute for the genuine reality and tends to cramp and to deaden. I believe that the school, as an institution, should simplify existing social life; should reduce it, as it were, to an embryonic form. Existing life is so complex that the child cannot be brought into contact with it without either confusion or distraction; he is either overwhelmed by the multiplicity of activities which are going on, so that he loses his own power of orderly reaction, or he is so stimulated by these various activities that his powers are prematurely called into play and he becomes either unduly specialized or else disintegrated.” John Dewey
Learning is not a time limited, space limited, and or school building limited activity as many teachers think. It is not tied to a specific curriculum and text. Real learning is alive, ongoing, continuous, actively participatory and an integral part of societal involvement. As I looked at the Foxfire core practices it becomes apparent these are good teacher practices, these are good life practices, and this is where learning can truly occur.
1 • From the beginning, learner choice, design, and revision infuses the work teachers and learners do together.
2 • The work teachers and learners do together clearly manifests the attributes of the academic disciplines involved, so those attributes become habits of mind.
3 • The work teachers and students do together enables learners to make connections between the classroom work, the surrounding communities, and the world beyond their communities.
4 • The teacher serves as facilitator and collaborator.
5 • Active learning characterizes classroom activities.
6 • The learning process entails imagination and creativity.
7 • Classroom work includes peer teaching, small group work, and teamwork.
8 • The work of the classroom serves audiences beyond the teacher, thereby evoking the best efforts by the learners and providing feedback for improving subsequent performances.
9 • The work teachers and learners do together includes rigorous, ongoing assessment and evaluation.
10 • Reflection, an essential activity, takes place at key points throughout the work.
Foxfire fund Inc.
What intrigued me from my first involvement with Foxfire was how even the approach to learning our school system is using which is called Learning Focused Schools is within these eleven principles. This past summer in my research I found most good and great educational ideas actually incorporate or parallel these simple practices. Literally hundreds of good teachers in actual practice helped develop this concept over a long period of time. Emerson and Dewey were thinking along the same lines long before most of us were born. This is not a new fad it is simply good teaching. It is interesting, I recall long before I read Dewey or Emerson and or anything about Foxfire which was little more than a mountain word for a glowing fungus on a hillside. I have been in graduate education classes learning from teachers who taught in this manner, and have watched students learning as they were involved in this approach to education. So why is it so hard to get across to teachers of today? Could it be because it takes more work from the teachers to implement? You will see the word rigorous in Foxfire quite a bit and it is. But good teaching is rigorous. It is dynamic not static.
As I am working on my dissertation and part of my researching is still about The Foxfire Approach to teaching I find teachers telling me they prefer to teach in this manner but often are criticized by peers and administration for not following curriculum maps and guides. An article in an old NEA’s weekly newsletter pointed to how so many new teachers are coming into the ranks with little or no true training in education and often a point and click mentality is all they have. They are bodies filling a space and pushing kids through. I have met several great teachers who have come through alternative approaches to teacher training, myself sort of although I did have a minor and major in education along the way I just never student taught. I switched my major to psychology along the way at the last minute to avoid taking a foreign language which was required for education majors at Mercer University in 1974.
“So many new teachers are coming into the ranks with little or no real training and or learning in education and often a point and click mentality is all they have. These same teachers complain of kids using google and or Wikipedia. These same teachers when questioned pull out a smart phone for answers. Many new teachers are tested into a teaching certificate. Pick up the manual at the bookstore or Amazon and take a state test. Poof, you are a teacher. Most cannot tell you who John Dewey or even Ron Clark is. ” Frank Bird
I would suggest we need to instead of more new curriculums instill more adrenaline in teachers. Perhaps we could install a super energy drink machine outside of each teacher’s classroom and just prior to starting class require every teacher to get a caffeine jolt. Energy can be a very powerful thing in so many ways especially when it involves the passion for teaching. I have wandered and pondered enough for one day and will get off of my soap box for today but please keep all in harm’s way on your mind and in your heart and be sure to always give thanks namaste.
My family and friends I do not say this lightly,
(We are all related)