Posts Tagged ‘learning’

Learning is the Teacher’s responsibility

February 1, 2008

This ought to ruffle some feathers….

Reflecting on the technology and boredom issues in the classroom, raised in Michael Wesch’s “A Vision of Today’s Student” (see previous post), I am not going to blame the student, even though they’re an easy target; nor the university system, where the economics pressure inexperienced teachers into the classroom; nor the fat, overindulged American society as a whole; I’m going to side with those who put the ultimate responsibility for daily engagement with students on the individual teacher.

Bruce Wilkinson, in his 7 Laws of the Learner, says the responsibility to communicate rests with the teacher, and lists a lot of excellent tips on how teachers can do that more effectively… even when students don’t seem interested. Though specifically directed to a religious audience I think the principles apply in secular settings as well.

Here are his 7 maxims with my own comments:

Maxim 1: Teachers are responsible to cause students to learn.

Here’s Bruce’s diagram to show that, yes, students must take responsibility for listening, but teachers have the power to unlock and motivate that action through their content and delivery and, most importantly in my view, their personal authentic passion for the material. Note that the “cause to learn” function is separate and distinct from the “Words” and content. Presenting the content is not teaching. Teaching is the process of figuring out how to establish the necessary motivation, attention, and human connection to bridge the synapse between the two parties, teacher and student.

7 Laws illustration

Maxim 2: (restated) Teachers are accountable for their influence.

For me this attitude was epitomized by Chauncey Veatch, the keynote speaker at the NACAC national conference last fall in Austin. His address was the most moving speech I have ever heard… and he spoke of how he entered teaching as more of a calling and obligation than a career. His description of the impoverished Latino community whose lives he has transformed was absolutely inspiring. You can read a similar address here.

Maxim 3: Teachers are responsible because they control subject, style, and speaker.

Mimi Chenfeld, one of my favorite people who happens to have lightened my life as a folk dance teacher a number of years ago, calls it “Teaching in the Key of Life.”

Maxim 4: Teachers should judge their success by the success of their students

Rafe Esquith, another legendary teacher who I heard at a CASE keynote a few years ago, points to the success of his students as the success of his students. That’s what he focuses on, and that’s what he wants to be judged by. In There are no Shortcuts my takeaway was the long-term impact on the kids who he prods, cajoles, and leads to excellence.

Maxim 5: Teachers impact more by their character and commitment than by their communication.

In addition to my personal observations of Veatch, Chenfeld, and Esquith, this concept reminds me of an interview I once did for Ohio Wesleyan. Philip Meek, a nationally-respected publisher, spoke to me about a prof way back in 1958 or so who had come to class and said (paraphrasing) “I always prepare at least 2 hours before class, and for a variety of reasons I could not do that today… you are dismissed.” Phil said, “That taught me more about commitment to excellence and character than anything else that ever happened to me.”

Maxim 6: Teachers exist to serve the students.

Just a few weeks ago I was interviewing Dick Lucier, an emeritus economics prof from Denison, and he said:

“Teaching is so damn time-intensive and labor-intensive… and I never found a shortcut that would work.” And then he goes on for 4 minutes, tossing off nuggets about valuing students and coming prepared and keeping the subject fresh in his own mind.

What a privilege I have had, working for schools like Denison, Ohio Wesleyan, and Cedarville, all of which prize great teaching and keep the classes small so that committed profs can get to know their students. It makes me wish I had pursued a doctorate and become a prof at a small liberal arts college myself….

Maxim 7: Teachers who practice the Laws of the Learner Teacher can become master teachers.

Well, I guess that one’s pretty obvious. Value the students, and the students will value the teacher.

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Vision of students – video reply

January 31, 2008

The Chronicle of Higher Education reports that Michael Wesch’s video on the state of student learning in Web2.0 America has been augmented by a remix that adds the racial dimension. Michael responds that they considered including racial statistics to the original but felt it was too emotional of an issue and would “draw attention away from some of the other points we were trying to make” … such as technology, boredom, and learning in an environment where only 18% of the profs know your name and Facebook is more compelling than the instructor. I’ve included both videos for your enjoyment.

What I find most interesting is the way in which video is increasingly becoming the medium of communication. Yes, it does have the ability to transmit serious ideas, just as your car can be used to bring home the groceries…. at least once in a while. 🙂

The remix:

The original in case you haven’t seen it:

And here’s a link to a better version of the original in case you want to use it in class:

WMV   Quicktime

One idea that is intended to be prominent because of its placement at the beginning and the end, but is actually not well developed, is the idea that the chalk board was a major technological development in 1841 but is still in heavy use today. Hmmm…. not unlike cave walls, huh? Still relevant after all those years…. because it’s low-tech, convenient, and strips away everything but the presenter and his content.

So what is Wesch and his class saying? That classrooms need to use more video or web technology to better communicate with our rich, distracted students? Based on the MacLuhan quote at the beginning, it would seem that’s the point.

Having sat in an auditorium full of 3000 people who stop breathing in order to hang on every word and gesture of Hal Holbrook as Mark Twain Tonight, I would say the problem is not technology. It may be the quality of the instructor, and it may be the listening skills and inner motivation of the students.