First, love the character you got into for the video. I was thinking Tolkien wizardry at first, but it seemed to shift into some fashion of southern discourse. Very neat.
I think you hit on the main concept of the entire ideology of this pedagogical style in the two statements you make with "I want them to care" and "don't...do all the talking for them." By allowing the students to take the floor in a place where they are not being formally assessed and dictate conversation with your prompts, the incentive for caring is in their hands as they direct. I am still personally trying to learn to let go of being in charge of the conversation and acting as a listener instead. I think this is something we will have to practice doing as we get comfortable with not being the center of discussion in dictation.
You're absolutely right, William. It is actually one of the most difficult things to do - and do well. But, I'd argue that it is one of the most necessary things that we do.
I have to agree with William on the first point: the character was a pleasant surprise. As for the content of the video, I've read a few of your comments on other people's posts and you seem to express a certain wariness of dialogic discussion on the grounds that they might lead to talkative students taking over the class. The same level of concern doesn't seem to shine through here, so I'm curious to know more about the ways in which you see dialogic discussion working in your future classroom.
I like what you did with the persona/character here, Joseph. But, I want to echo what Jimmy said above. As a teacher... As Mr/Dr Pennington, what does this mean for YOUR teaching and work with secondary English students?
First, love the character you got into for the video. I was thinking Tolkien wizardry at first, but it seemed to shift into some fashion of southern discourse. Very neat.
ReplyDeleteI think you hit on the main concept of the entire ideology of this pedagogical style in the two statements you make with "I want them to care" and "don't...do all the talking for them." By allowing the students to take the floor in a place where they are not being formally assessed and dictate conversation with your prompts, the incentive for caring is in their hands as they direct. I am still personally trying to learn to let go of being in charge of the conversation and acting as a listener instead. I think this is something we will have to practice doing as we get comfortable with not being the center of discussion in dictation.
You're absolutely right, William. It is actually one of the most difficult things to do - and do well. But, I'd argue that it is one of the most necessary things that we do.
DeleteI have to agree with William on the first point: the character was a pleasant surprise. As for the content of the video, I've read a few of your comments on other people's posts and you seem to express a certain wariness of dialogic discussion on the grounds that they might lead to talkative students taking over the class. The same level of concern doesn't seem to shine through here, so I'm curious to know more about the ways in which you see dialogic discussion working in your future classroom.
ReplyDeleteI like what you did with the persona/character here, Joseph. But, I want to echo what Jimmy said above. As a teacher... As Mr/Dr Pennington, what does this mean for YOUR teaching and work with secondary English students?
ReplyDelete