Apr 17, 2014
Comments Off on In Action (@adoelman & @ballantynedj)

In Action (@adoelman & @ballantynedj)

Walking into their classrooms, I had my assumptions. They were predicated on the ideals we’ve talked through, the passion I knew they have and the stories we’ve shared.

Walking into their classrooms, I had my expectations. They were predicated on their conviction for improvement, their commitment to their students and their openness for my visit.

This week, I had the good fortune to spend time in both Anne Doelman (@adoelman) and Dan Ballantyne’s (@ballantynedj) respective classrooms. I was given the rich opportunity to see them in action.

It’s a rare opportunity in teaching, to be a fly on the wall. Too often, the doors are closed, access limited. When I was given the chance, I headed to the classrooms of two teachers I have already learned much from and who I knew would give me more opportunity to be better.

In Anne’s classroom, the easiness of relationship was obvious. Students were comfortable in the environment. It was clearly an environment of trust and mutual respect. Anne has the benefit of a very large, open space, with “quiet” rooms attached. I witnessed an ability to outline intention without being dogmatic. That’s what Anne does best.

It highlighted for me, and gave me a kick in the pants to mimic, a commitment to a student’s understanding of purpose for each element of action. I thought I did it well enough, however, Anne demonstrated an even more explicit means of intentional communication.

She had a video camera rolling for even the smallest interaction, so that students could capture evidence of their speaking and listening skills. The idea of capturing heaps of evidence of their learning was paramount, but the piece I miss, is giving them the footage; allowing them to decide what makes the cut and what doesn’t.

While watching Dan, I saw the epitome of patience. I could see the intersection of his desire to embrace the ideals of the Futures Forum Project and the realities of working with a group of disaffected, disengaged students. And it was working. By being flexible and dynamic, by embracing a student-led suggestion, Dan showed how easy it was to give power to his students. It was neat to see students feed off of another student’s ownership of their learning.

I liked watching Dan be inclusive, while also not forcing inclusion. He reminded me to offer opportunities to participate, but not to mandate it. He allowed a student to passively participate. I hope I do that, but I’m not always sure. It was definitely a moment of insight for me.

Both classroom visits showed me the richness of my teacher network. It authenticated what they’ve talked about and it allowed me to see them in action. A valuable tool more teachers should be provided.

Comments are closed.

6 color styles available:

Style switcher only on this demo version. Theme styles can be changed from Options page.