Teacher Education Topics

Vol 1, No. 1 3 Dec 2013

In our TED 669 course at UNCG,

we were asked to select at least 5 ideas that have resonated with us during the semester. My first challenge was overchoice. Each week, we were presented with examples, research articles, videos, presentations, or class discussions that challenged us to consider multiple possibilities - alternatives if you will - of how teaching could be.

Examples ranged from examining the Finnish School System, to considering how students with special needs can be integrated into a group of students to examining ourselves by taking a good hard look at how we think about teaching.

I have narrowed my selections, each anchored by an article or example that illustrates the ideas that resonate with me. Some of these were new to me, others felt familiar, but I had not previously articulated the idea with clarity.

My understanding has evolved, to quietly think about the possibilities and opportunities that are right in front of me - if I will listen and look carefully at what exists in reality versus in my preconceived expectations.

Fighting Poverty of Hope in the Classroom

The Miracle of Great Expectations In the article Challenging Deficit

Thinking, Lois Weiner (2006) tells us that “teachers must question unspoken assumptions about the sources of their students’ struggles”.

In many circumstances, students are reminded so frequently about what they are doing wrong, or not doing right, that they lose confidence that they can offer anything meaningful or valuable to the class.

In simple steps, a teacher is able to work with students, one by one, behavior by behavior by using a process similar to the rules of engagement in a Paideia seminar, where etiquette and simple rules enable rich, deep conversation and exploration with little guidance from the teacher.

how they communicate and project expectations to them, and ultimately, help the students reframe their thinking to positive behavior instead of focusing on the lack of positive behavior. Students are then able to take ownerships of these positive behaviors, changing deficit thinking to asset thinking. In some ways this idea may be a form of Dialectical Behavioral Training, (DBT) but to categorize the concept risks trivializing the transformative nature of this strategy.

That such a simple process can begin to transform expectations and build students’ confidence is a great discovery -- and to find that students catch on quickly and help each other is very inspiring. Best of all, it costs nothing, it’s easy to do, and there is little risk involved.

First the teacher describes the problem behavior objectively, without editorial comment, then identifies positive behaviors or characteristics that the student already exhibits. Next the teacher creates a positive statement about the student and says this to the student, without referring to the offending behavior.

This resonates with me because it is a universal concept that may be applied to virtually all interactions we have with others, including professionally with colleagues and socially with friends. I realized that by changing the way we think, we can change our own lives to be richer and more rewarding.

Weiner tells how teachers can reframe their perception of students to change

Some comments in this article are based upon an earlier reading response.

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Paideia’s Three Columns of Instruction T

he National Paideia Center describes three types of teaching and learning: the acquisition of organized knowledge (didactic instruction); development of intellectual skills (intellectual skills); and increased understanding of ideas and values (the Paideia Seminar).

Didactic instruction is considered passive, so the Paideia Center says that lectures, demonstrations, videos, and reading should be limited to 10-15% of instructional time.

Learning by reading, writing, calculating, and observing a teacher’s modeling of performing these skills by solving a problem or articulating ideas about a topic are examples of intellectual coaching. This type of guidance is considered one of the most important roles of a teacher, and it is recommended that it consume 70% of a teacher’s time. Assessment is done through performance tasks, often with rubrics or checklists.

The Paideia Seminar seeks to expand students’ “understanding of ideas, concepts, and values” about a text, lesson, or the curriculum. According to the National Paideia Center, the seminar “nurtures both intellectual and social skills,” and should comprise 15-20% of instructional time.

Assessment is based upon discussion, writing, and self-identified goals.

To me, a large benefit of the Three Columns of Instruction beyond Paideia is that it emphasizes an active, mindful role for the teacher as a guide and coach, rather than a disciplinarian, rote lecturer, or as the sole source of information and knowledge.

The skills learned by participating in a Padeia Seminar naturally prepare the student to be receptive to learning through coaching and guidance, possibly due to the respectful and trusting roles played by students and the teacher.

Paideia seems to create a mutually beneficial relationship between didacticism, coaching, and participation in democratically humane conversations. Besides helping to increase learning and achievement, Paideia provides a much-needed service to our society: teaching people (of all ages) how to converse, debate, and explore both courteously and effectively.

Teacher dedication to lifelong learning part of the Declaration of Paideia Principles Developed by Mortimer Adler and a group of educators, the Paideia Principles are a declaration and summary of ideas and beliefs presented in the Paideia Proposal, written in 1982.

The Paideia Principles are based on the belief that all children can learn and therefore deserve the same quality of schooling. The principles espouse wholistic preparation for a lifetime of learning. The declaration states that “genuine learning is the activity of the learner’s own mind sometimes with the help of a teacher functioning as a secondary and cooperative cause.” It further states that evaluation should be individualized, not solely compared to other students’ achievements.

The principles describe how both administrators and teachers should be actively engaged in learning and in creating an educational community.

Terri Horner coaches a class using the Paideia approach at Thomas Magnet School in 2011. Photo by Tracy Simmons, Shelbyville Times-Gazette, Shelbyville, TN.

The Paideia Principles significantly assert that those who have committed to the profession of teaching should be motivated by the desire to continue their own learning. It is this commitment that enables teachers to participate in Paideia without having to control the outcome.

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Symbiosis of Paideia and the Common Core Because Common Core requires

rigorous standards for literacy instruction, educators began to wonder how they would be able to motivate students to work toward these more difficult goals. In a project called the Literacy Design Collaborative, Laura Billings and Terry Roberts are working with educators to apply instructional units based upon meeting the anchor standards for speaking and listening.

The assumption is that “text-based discussion is simply an extended form of close reading” (Billings and Roberts, 2013). The Collaborative is based upon a consistent plan that calls for “multiple close readings of a text that is rich in ideas, relevant to the curriculum, and open to interpretation; (2) formal discussion of the ideas embedded in the text; and finally, (3) planning, drafting, revising, and editing student essays in response to the text” (Billings and Roberts, 2013).

The Paideia Seminar supports the anchor standards for speaking and listening by enabling students to participate “in a variety of rich, structured conversations”. Its formality is designed to not only teaching speaking and listening, but more fundamentally, the ability to think critically. Opinions from students are welcomed, but only if supported by evidence from the reading. The discipline of not interrupting the current speaker is an important baseline social skill that will benefit students throughout their lifetimes. There are layers of

Both the Common Core and The Paideia Seminar seek to “generate understanding and construct knowledge, not just replay known facts and assumed truths (Billings and Roberts, 2013). additional learnings, such as learning how to speak fluently using formal English. These complex layers speak to the relationship and connections between reading, discussion, and writing.

One challenge for teachers is to change from a factual knowledge based authoritative teaching style to a constructivist skill coach. Another challenge is to realize that they may actually teach students to think.

On the origins of Paideia (Greek: παιδεία) The National Paideia Center describes paideia as “the upbringing of a child” from the Greek pais or paidos.

to represent the highest physical and intellectual achievement to which a human can aspire.

However, there is a parallel derivative that provides a richer context for the term.

In Greco-Roman times, paideia was known as humanitas in Latin.

Humanitas, in turn was based upon the Renaissance expression studia humanitatis (study of humanity), which referred to “culture, refinement, and education befitting a cultivated man” (Euben, 1997). Hence, the word humanities in use today.

In Greek, paideia also refers to “education” or “learning”. It describes a system of Classical Greek education for ideal members of the aristocracy that focused on what is now known as the “liberal arts”, including literature, philosophy, mathematics, and social and physical sciences (Encyclopaedia Britannica, 2013).

The Greek paideia focused on preparation and socialization (usually of males) to prepare them to join the aristocracy as a member of the polis, or ideal city-state. An ideal education would include physical development (hence focus on gymnastics and wrestling) and moral development which focused on learning music, poetry, and philosophy. In this context, paideia referred to the rearing and upbringing of a well-rounded Greek male.

In addition to education or upbringing, the term paideia evolved

The humanitas and paideia models were eventually adopted by religious institutions of higher education.

According to the Encyclopedia Britannica, the term paideia was combined with enkyklios (for complete system or circle) to describe a larger collection of general education, eventually yielding the word “encyclopaedia.”

This is not a lesson in blind academics.

Rather, I find it notable that an exclusionary idea conceptualized by a society to develop and maintain the aristocratic status of its males has evolved into an inclusive tool of democratic education that includes all children.

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The Pedagogy of Poverty

One of the major challenges of

school reform in the United States is that it is top-down, characterized by competition for federal education dollars, rewards for higher test scores, or investment in charter schools.

Haberman (1991) used the phrase “pedagogy of poverty” to describe urban environments that were tightly controlled and regimented by teachers who deliver content, test factual information, and enforce compliance. These observations were different than those seen at suburban and private schools - where noisy classrooms were more likely to be results of collaboration and discovery rather than chaotic noise.

Today, the pedagogy of poverty is alive and well. An African-

American writer described education for failing urban kids “The McEducation of the Negro”, a situation in which President Obama’s Race to the Top program “continues to use the same sticks and carrots that require educators to teach to the test or else be fired or make less money” (Hopkinson, 2011).

We hear constant demands to close “the achievement gap”, which focuses on results — i.e., higher test scores. “High quality instruction is defined as whatever raises these scores,” (Kohn, 2013). Further, in his book The Shame of the Nation, Kozol describes a mechanical, precisely paced process for drilling black and Latino children in “obsessively enumerated particles of amputated skill associated with upcoming state exams.”

(Kozol, 2013). Unfortunately, the movements to raise scores have forced more poor students out of school.

Some say that state education tests measure what matters least (Kohn, 2013). Studies have shown that for education to work, it must be relevant, it must include meaning and understanding. In successful schools predominantly attended by poor students, teaching starts with students’ questions and interests based on real-life issues. Active and interactive learning occurs and kids are encouraged to learn by inquiry instead of following directions.

Assessment is measured by authentic performance indicators rather than multiple-choice tests (Farr, 2010).

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Schools and Racial Equality No one would disagree that racial

and ethnic discrimination continues in our schools. Indeed, schools are often where we see discrimination, as well as patterns of inequality and privilege most vividly. Schools are almost always in the spotlight, subject to political and social pressures, and uppermost of those who pay property taxes. Though these patterns

continue in the workplace, in retail establishments, restaurants, hospitals, in media, and in other pubic and private venues, schools receive their own special attention, because at schools, things are supposed to done right. But, as Noguera points out, the overemphasis on race in American social policy skews our thinking about race, equality, and inequality.

He notes that academic failure among

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Martin Haberman (1991) describes how the pedagogy of poverty benefits some constituents who were not themselves high achievers; who fear developmental teaching, minorities, and the poor; those who have low expectations for minorities and the poor; and those who are not familiar with the range of teaching options possible.

He further discusses how basic beliefs “undergird” the pedagogy of poverty with an inflexible assumption of what teachers do and how they teach, and the knowledge that basic skills are necessary to function in society. These situations are further promulgated by a curriculum in which students can progress without involvement or investment of mind.

Haberman describes teaching approaches that are the opposite of traditional directive teacher actions, instead focusing on indirect activities that promote the formation of a learning environment. His first teaching approach is based upon his claim that “schooling is living, not preparation for living”, and

states that good teaching occurs when students are involved with “vital” concerns. In other words, instructional activities must be meaningful and worthwhile to the student. Other teaching approaches involve talking about human differences, big ideas, planning, applying ideals, active involvement, directly involvement in real-life experiences, participation in heterogeneous groups, questioning ‘common sense’ assumptions, polishing their own work, learning about technology of information access, and reflection about their own lives.

None of Haberman’s suggested teaching approaches are regimented or rigidly scripted. The items on his list are fluid, lifelike, and understandable by teachers at all education levels, from the new hire right out of school, to the experienced teachers of 2030 years or more. His suggested teaching approaches do not discuss discipline, grading, or testing - but rather engagement with learning in ways that are meaningful, worthwhile, and achievable.

Whites, like poverty, is often overlooked and “rendered invisible by the overemphasis on race” (Noguera, 2003).

Linking academic performance to culture is less racist, says Noguera, because it does not place the disparity in the genetic makeup of a racial group. In his discussion about a school in an affluent California neighborhood that had become 90% Hispanic, Noguera asked the faculty about their involvement with their students’ parents. Unfortunately there was no involvement with parents or the communities in which their students lived. He informed an audience that a partnership must be established with parents and others in the community who knew the social reality of the students (Noguera, 2003).

Teachers claimed that students adopted the low expectations of education from their families, who did not appear to be involved in their children’s education, however Noguera pointed out that many students who were of age and could drop out did not, indicating that their families did believe education was important.

This disconnect between teachers, students, families, and communities is not unique. It occurs everywhere, but less so in affluent neighborhoods, where social pressures may conspire continued next page

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Schools and Racial Equality continued from previous page

to maintain involvement with their children’s schooling. It is difficult to imagine a teacher having much time to invest in involving parents or other members of the community in a child’s education. Perhaps one way to minimize the time requirement is to make this involvement part of the curriculum, not an add-on where special provisions and schedules have to be tailored depending on the guests.

Unfortunately stereotypes, along with explanations of academic variance due to culture, race, or language, inexorably affects teacher expectations of students. This creates a biasing lens that limits faculty to even conceive of curricular interventions that may enhance academic performance. This lens also negates the teachers’ expectation that parents would become involved in their children’s education.

One sad result of academic variance among different cultures, race, or English proficiencies is that failure is rationalized and normalized.

However, in his conversations with teachers, Noguera discovered that teachers were genuinely interested in how they might make changes in their teaching strategies to help students succeed. He also found that as they learned more about their students, teachers realized that they had made judgments about students with inaccurate or incomplete information. He noted that from his own experience, when the hopes of teachers are encouraged, concrete action plans can help make change possible.

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Set Big Goals Setting big goals is easier said

than done. We are bounded by our experiences, by what we see, by what we believe. To set really big goals means jumping off a cliff and trusting there’s a soft landing below.

But holding higher expectations helps energize and inspire by focusing on true potential rather than perceived barriers.

As educators, we measure achievement according to learning standards, in all grades and subjects.

It is equally important for teachers to set measurable goals so they may be able to evaluate their own progress and move forward on their plans for increasing their teaching effectiveness.

Farr (2010) discusses the pitfalls and obstacles against setting rigorous learning standards. The first is “preconceived notions”, often held by teachers who want to teach familiar

material instead of relying on standards to help discover what students need to learn. Looking through these preconceived notions limits the goals they can set for students instead of resetting their assumptions in order to set goals based on what students need to learn.

A second obstacle is the complexity of the standards. Some teachers are intimidated by standards and may shy away from using them. Effective teachers, however, work hard to understand performance standards and are able to measure progress among their students.

“We get from our students what we expect from them” (Farr, 2010). This simple statement is powerful. By setting high performance goals, we can inspire students to achieve more. This self-fulfilling prophecy, sometimes called the Pygmalion effect, is verified by research in which randomly selected students outperformed others

based solely on what teachers were told about the students.

As teachers, especially in public schools, we are bombarded with negative messaging and smothering administrivia. Cutting through the “smog” of low expectations crystalizes as a very real challenge, one that requires constant monitoring and vigilance.

High expectations can be transformed into ambitiously huge goals. Farr calls this “well-informed ambitiousness”, where a teacher carefully considers and develops deep understandings about what their students can achieve.

Not surprisingly, the more a teacher practices setting large goals buoyed by high expectations, then actualize these into practice, the better skilled the teacher becomes at setting high benchmarks.

By looking inside the mind of effective goal-setters, we can cultivate our own ability to become proficient.

In one such profile, we follow the teacher through analysis, articulated desires, studying the standards, thinks about strategies, develops measurable objectives, and taps into students’ own desires to reach higher. Most importantly, the teacher realizes that students’ families must be invested in the big goal - it goes beyond a contract between the student and the teacher. continued next page

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continued from previous page Farr’s key ideas about goal-setting include a focus on strong leadership, measurable outcomes, having high expectations, and sharing your vision with others. By sharing this vision, students, teachers, and families can align their efforts to support student achievement. Big goals generate inspiration that spreads to families, friends, students, and fellow teachers.

Like setting big goals, purposeful planning requires the ability to set a vision for success. This may require reflection and possibly consultation with trusted colleagues for reality gut checks. Setting a vision for something that does not yet exist requires self-confidence, and some courage.

(Fortunately, courage is something teachers practice frequently when they co-construct learning with their students.) By keeping the vision measurable, a teacher makes the vision achievable.

References Bacon, F. (1601/1942). On studies. In Essays and New Atlantis. Roslyn, NY: Walter J. Black. (Original work published 1601).

Billings, L. and Roberts, T. (2013). Think like a seminar. Educational Leadership, December 2012-January 2013.

Cutler, W. W. (1989) Cathedral of culture: the schoolhouse in American educational thought and practice since 1820. History of Education Quarterly, 29/1.

Euben, P. J. (1997). Democratic accountability and socratic dialectic, Corrupting Youth: Political Education, Democratic Culture, and Political Theory. Princeton University Press.

Farr, S. (2010). Teaching as Leadership, The Highly Effective Teacher’s Guide to Closing the Achievement Gap. Wiley, San Francisco.

Haberman, M. (1991). The pedagogy of poverty versus good teaching. Phi Delta Kappan, 73/4.

Heckel, G. B. (1929). Education Inspires Youth.” A mural at P.S. 55, New York City, c. 1928, Modern Trends in Schoolhouse Painting and Decoration,” The American School and University, New York.

Hopkinson, N. (2011) The mceducation of the negro, The Root. Retrieved from: http://www.theroot.com/articles/culture/2011/01/the_mceducation_of_the_negro.html “humanism.” Encyclopædia Britannica. Encyclopædia Britannica Online. Encyclopædia Britannica Inc., 2012. Web. 11 Apr. 2012.

Kohn, A. (2011) Poor teaching for poor children … in the name of reform.

Education Week.

Moore’s Class Blog (2012). Adventures in education (website), Edublogs.

Retrieved from http://blogs.goaj.org/amoore/2012/09/06/our-first-socraticseminar/ Noguera, P. (2003). City schools and the American dream: Reclaiming the promise of public education. Teachers College Press: Columbia University. “paideia” (2013) The Encyclopædia Britannica. Retrieved from: http://www. britannica.com/EBchecked/topic/438425/paideia Paideia Active Learning, (2013). The three columns of instruction, National Paideia Center Website. Retrieved from http://www.paideia.org/about-paideia/ teaching-practices/

Ben McFadyen TED 699 Fall 2013 University of North Carolina Greensboro

The Paideia Group, (2013). Paideia active learning: declaration of Paideia principles. National Paideia Center Website. Retrieved from http://www.paideia. org/about-paideia/teaching-practices/ Simmons, T. (2011) Thomas Magnet uses Paideia to encourage thinking (photograph), Times-Gazette. Shelbyville Times-Gazette, Tennessee.