Posted on The Space of Jeans .
The much discussed concept of learners identifying problems – not only solutions is at the forefront of mind today. There is much talk around teachers who talk too much. We know this is real. We know we all do it. So why is it that teachers feel they should reword, finish sentences, provide their perspective and step in so often? It puzzles me.
Today I sit with a Year 6 child who is on her PYP Expedition. Her teacher feels that she might be a bit lost. She starts off by reading “her questions” to me. They seem rather abstract and I dig a bit deeper. She tells me how someone helped her “make them up”. We chat a bit more. It seems like in forcing her to ask questions, rather than view her area of interest and analyse the parts (the thing routine Parts, Purposes and Complexities, shared by Project Zero’s Agency by Design would have extended this thinking), has hindered her from exploring what she really wants to find out about.
I listen while she talks and I create a mind map of her thoughts and suggestions. When she is finished talking, I ask her to think about the lenses that she will be using in her exploration and she immediately identifies the concepts that will scaffold her thinking.
When our time is up she says,”This feels more like what I want to be doing”.
I am left pondering some of my own “big questions” …
Who’s doing the listening when children are talking?
Who’s doing the talking?
What message do children get when their voices are shut down?
What buy in is there from learners if there questions are forced; paraphrased and contained?
Do we all have an idea of why it’s important to know ,”Who’s listening and who’s talking”?