Establishing A Culture Of ‘Can’ In Your Classroom

from Terry Haik

The long -term production of each school should not only be professional students, but enable students. The “activated” learner can grasp Macro’s views, reveal micro details, ask questions, plan new knowledge and transfer thinking in different circumstances. This does not happen through the content of “possessing knowledge” or even from the fire of enthusiasm, but by setting a tone of learning that implies an opportunity, and by creating a culture of can.

First, it is important to realize that “culture” consists of tangible factors (students) and intangible factors (curiosity). It is also eternally existing whether we as teachers recognize it or not. This precedes the official training and will continue long thereafter that the official training attempt has given up.

LearningI can ”
If the student is to develop a feeling of canHe or she has to teach him. While some students have more natural confidence or initiative than others, can is a little more different than confidence. Can is a combination of knowledge and self-efficacy that has been fed by attempt-by sequential implementation of both internally and externally created goals, judged by standards, which are also internal and external.

So how is this happening? Where does it come from?

In Developing mindsA type of anthology of ways of teaching thinking, edited by Art Costa, there are suggestions to promote knowledge and metacognition, including “creating a safe environment”, “following students’ thinking” and “teaching questions, not answers.”1

These suggestions often have emotional roots, suggesting that learning should be emotional (consequences that are difficult to escape). A wide approach to teaching that works almost every time – and can work here and in creating a culture of can – is the gradual release of the model of responsibility.

Three ways to create a “can

The gradual release of the responsibility model can be well summarized as “Show me, help me, let me”. This functions the participation of learners from a teacher-backed role of observing a joint role with a “more knowledgeable other” and finally to the role of independence that we hope to be maintained.

By definition, this model begins every time with the control of the teacher and ends with the expectation that the student will take control. This does not throw students in the deep end to manage the application of skills and concepts for which they are not ready, but rather soon puts the weight of the teacher to model expert ideas and practice -and later to see the end result of the training process as a control, independent contractor.

2. Deliberately use the individual student as a culture producer

Students gather separately to create a bigger culture. Class -modeled habits, the tone of critical discussions, the mood of joint tasks and the relative ambition of projects and academic work contribute to the culture of a classroom. If this culture comes from from the top, it is ultimately more talking and “expectation” than real culture. The culture is organic and almost impossible to impose – but it can be nourished and grown.

The worship of the contribution of students is a critical factor. This is different from the recognition of their achievement, which can be academic or patronage. However, the contribution includes a nuance-on-strength roles, emotional support, mini-sides in long-term projects and other “insignificant” actions.

In fact, there is more nuance here than any teacher with 35 students could eventually find time to emphasize. But as you practice to point out, emphasizing and otherwise attracting attention to these actions and cognitive behavior, you will eventually see the other students do the same.

And when that happens, you create a culture!

3. Various – and authentic – conditions for success

No one wants a well -intentioned ribbon to participate, but inventing authentic terms for success in learning can make or violate an attempt for a child.

The more diverse the reading and the writing is, the more the choice is built into the project, the more independently designed are the sections, the more “the multimedia” on its own, the more authentic the success. We (hopefully) went beyond the strict “academics”, where the teacher dictates the goals, the domain and the “final game”, and moved to a place that is truly oriented towards students, a place where students will not make surface decisions that hardly have almost not changed the course of learning, and soon establish their own reasons to learn, their own quality standards and their own performance.

This is the basis of the culture of canS

1 page 12-13, Unscrewing: A book of resources to teach thinkingS “Thinking in context: teaching openness and critical understanding.”

2A reference to LionThe relative term that identifies the “knowledge holder” in the process of training.

Image Attribution Flickr User Luciellaribiero; Establishing a “can” culture in your classroom; This article was written by Terry Hayk and originally published on Edutopia.org