Socratic Seminar

Amanda Miller

The Child and the Curriculum (Dewey) Page 201
As a teacher he is not concerned with adding new facts to the science he teaches; in propounding new hypotheses or in verifying then. He is concerned with the subject-matter of the science representing a given stage and phase of the development of experience. His problem is that of inducing a vital and personal experiencing. Hence, what concerns him, as teacher, is the ways in which that subject may become a part of experience; what there is in the child’s present that is usable with reference to it; how such elements are to be used; how his own knowledge of the subject-matter may assist in interpreting the child’s needs and doings, and determine the medium in which the child should be placed in order that his growth may be properly directed.
I thought this was an interesting and well thought out example of how a teacher should be concerned about his/her own teaching, and the students learning. It is very straightforward and it is recognizable as something not only employed teacher, but anyone trying to teach something to another person tries to think about while they are explaining or teaching.
Should it be the job of the teacher and ONLY the teacher to interpret the child’s learning needs?

Pedagogy of the Oppressed (Friere) Page 53
This is the “banking” concept of education, in which the scope of action allowed to the students extends only as far as the receiving, filing, and storing of deposits. They do, it is true, have the opportunity to become collectors and cataloguers of the things they store. But in the last analysis, it is the people themselves who are filed away through lack of creativity, transformation, and knowledge in this (at best) misguided system. For apart from inquiry, apart from the praxis, individuals cannot be truly human. Knowledge emerges only through invention and reinvention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other.
It is a good idea to consider that simply giving the students information is not enough, that it does not really spark their creativity. You have to provide them with a way to experience the learning, not just listen to the information.
Do you think there is a way to stop “banking concept” teaching in our country’s schools?

Page 58
Yet only through communication can human life hold meaning. The teacher’s thinking is authenticated only by the authenticity of the students thinking. The teacher cannot think for her students, nor can she impose her thought on them. Authentic thinking, thinking that is concerned with reality, does not take place in ivory tower isolation, but only in communication. If it is true that thought has meaning only when generated by an action upon the world, the subordination of students to teachers becomes impossible.
You cannot make a student take your way of thinking as the only way, you need to show them your way, and tell them to come up with their own version, or own way of thinking about it. It is again about not stomping out the creativity of the students.
Will it be hard for you to NOT impose your thoughts on your students at times?
Do you feel that you communicate well enough to get students to take ideas from you to create something themselves?

The Education of Intelligences (Gardner) page 336
Finally, in certain societies, there emerges a wholly separate class of teachers and leaders – initially religious, later secular in orientation – whose job it is to teach some, or perhaps even all, the youngsters in the community a given body of knowledge. Sometimes the teacher is expected to have an exemplary moral character; though in secular settings, technical expertise has become a key requirement.
Teaching has not always been a career, though that is often overlooked. And in this career you have not always had to have been certified. This is a very good thing to think about as we go in to our careers.
Have you ever thought about teachers as a “separate class?”
Which do you think is more important in a modern, moral character or technical expertise?

The Danger of Softness (Elbow) page 197
Janet Emig: “What are the conditions that all teacher need?” These mentioned: smaller classes, fewer students, more time, support, workshops, leadership.
I hear about this all the time, all teachers think and talk about these “needs” but it is unlikely that most of us will get them.
If you could absolutely have one of the above “needs,” but no others, which one would you rather have?