Effective Teaching (9/4)

During these past few years of my educational career I have learned what it means to be a teacher. My newfound understanding has been informed by authors from the likes of Kevin Kumashiro, Louise Rosenblatt, Sheridan Blau, Paulo Freire, and now Peter Smagorinsky. In reading their works, I have established what I believe are essential qualities of an effective teacher as well as important aspects of effective teaching.

I believe that teachers are leaders that guide their students; however, leadership should not be confused with complete dominance. There needs to be a balance of power and authority in the classroom, which is why it is essential for teachers to acknowledge their role as a listener. I envision my future classroom as an intellectual community where students are encouraged to actively participate and become co-constructors of knowledge.  Smagorinsky defines this approach as “constructivist teaching” (xii). At the core of constructivism is the notion that “knowledge is constructed rather than received through a transmission” (Smagorinsky, 8). Transmission is a teaching method that favors the privileged voice in the classroom, the teacher, thus reducing the act of learning to a passive process by which students absorb and memorize information. In this transaction students are reduced to what Paulo Freire calls, “empty vessels” in need of filling. Rote memorization of facts or as Freire calls it, “banking,” is a result of top-down teaching that assumes knowledge is “a stable entity that can be transmitted” (Smagorinsky, 7).  In this view “students have little say in deciding what is good or bad, right or wrong, meaningful of not meaningful” (Smagorinsky, 8).  Unfortunately as Smagorinsky discusses in his book, “schools in general are conducted so as to support a transmission view” (7). As a future educator I cannot help but wonder how this institutional problem will affect my classroom.

Despite the systemic issues I am determined to establish an environment where students feel that they can share their ideas. In my classroom I want there to be a horizontal approach to learning where knowledge flows between teacher and student. The teacher should “learn in parallel” with the students (xiv). In order to establish this type of classroom there needs to be an emphasis on dialogue or as Smagorinsky calls it, “exploratory talk.” This form of communication encourages students to ask questions and inquiry, rather than debate the “right” answer. Smagorinsky considers language to be a “tool for exploring ideas and creating new knowledge” (12). Exploratory talk allows students to “realize new ideas” and work together which is essential because students learn best through collaboration (Smagorinsky, 11). Exploratory talk is also important because it allows for students to develop critical thinking skills.

In Teaching English By Design, Smagorinsky notes that students “exhibit quite a broad range of capacities” and have “multiple intelligences” (16). Thus in order to be an effective teacher one must acknowledge that students learn in different ways and at different rates. Despite their differences teachers must hold all of their students to a high standard, yet they must also allow for that standard to be met in a variety of ways. With this agency students will be able to demonstrate their understanding and explain what they have learned in a way that best suits their learning style. Teachers should scaffold and assist the students as they attempt to make meaning. In order for the teacher to adequately offer assistance, teacher must get to know their students. It is imperative that teachers acknowledge students’ past experiences, interests and preexisting knowledge so that they can stimulate, challenge and help their students.

Final summation: Effective teachers are leaders, listeners, co-constructors, guides, learners and facilitators. Effective teachers should encourage, scaffold, challenge, and stimulate their students. They should utilize constructivist methods in their classroom, promote collaborative learning and exploratory talk. Finally, effective teachers should get to know their students and acknowledge the interests and abilities so that they can meet the students’ diverse learning needs.