I am still working to understand what it means to learn “with” students as opposed to teaching “for” or “to” students. In this post, I explore the many obstacles that keep me teaching “to” and “for” students.

First and probably foremost, there is a long tradition of authority that the professor holds.  This authority is established in the early in kindergarten when the teacher gives directions to students about what to do.  This is a bit complicated.

In previous blog posts I posted a more extensive argument about the need for teachers to plan for instruction considering Joseph Schwab’s four commonplaces: student abilities and needs, teacher knowledge and talents, the (state) curriculum, and the community.  The complexity that this involves may be ideal, but in reality (and perhaps to be a bit pessimistic) I and other teachers consider a range of factors including but not limited to (in order of priority): 1) what is the easiest and quickest thing to plan, 2) what was successful before, 3) what do I know how to do, 4) what can I control, 5) what will make my students happy, 6) what is the state curriculum, 7) what are my current students’ unique needs, 8) what are the extant community needs. 

So this list of prioritized considerations generally looks pretty selfish, but it doesn’t have to be.  Consider the first three considerations of planning above, if I have done the hard work in advance of developing routines that take into account student need, my abilities as a teacher and community, and the curriculum, then the easiest, quickest way to plan is to follow that routine of assessing or reviewing student needs.  If I have done that many times, then I know how it will be successful; I know how to do it; I can control it; it will make students happy; and it will follow the curriculum.

So the key is to do the hard work in advance of developing content, routines, and procedures that take those ideas into account.  Now that takes a lot of work.  If I am going to teach a class for one semester, I find myself thinking, ‘eh…how much work do I want to put into this.’  So, I find that it’s best if you don’t teach the same class or same types of classes.  Then all you have to do is general pedagogy development to stay current on new technology and pedagogies and stay on the cutting edge of the field updating your course as appropriate.

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