Violation of children to identify themselves as teachers distribute authority and expert experience in the classroom. When the teacher is the only one in the room with knowledge, there is difficulty. We will see a line of children to the teacher’s desk, waiting for approval, correction or problem solving. It’s not just a waste of time. This limits the independence and the agency of students.
“As scientists, how do we deal with this?”
To answer the question, Children, at least temporarily, have to imagine themselves in this identity And he can choose to maintain the ability to wear this mantle. Notice how the claim that students are scientists (“as scientists”) is provided as given (already agreed), not new information, which makes it less open to challenge.
The identity label will simply not achieve everything you need, of course. We need to build an understanding of what scientists (or mathematicians or authors) do, how they speak and act. In a classroom, teachers referred to themselves as “senior researchers”, and sometimes children as a “explorer Tom” and began lessons, reiterating that “we are researchers, let’s do research.” When children claim that the role of the teacher is to tell the children the answers, the answer is that “This is a characteristic of the researchers, that they are trying to answer the questions themselves.” The answer encourages the collective identity of a community from the practice that “people like us” do things that way. It also denies the framework represented by the children that “we are traditional students and you are a traditional teacher and do school.” He actually replies, “I’m sorry, but you have to be in the wrong theater. I don’t know these actors or this story. That’s how this scenario goes.” He claims: “When I say that from now on in these conversations, this is the people I mean.”
Identities as a researcher in a research community are an important achievement of the school, but also a tool for shaping the participation of children in the classroom. These identities give students a sense of their responsibilities and reasonable ways to act, especially to each other and to the subject of study. Implicit in these identities are concepts of the community, since identity is bound by both uniqueness and affiliation. In such classrooms, teachers do not just try to teach an object. They are more recently, as Ed Elberrs and Lane Streefland put it in mathematics, “mathematics: the transformation of daily problems into mathematical problems and the use of mathematics developing from these activities to solve realistic problems.” Learning of science, writing, mathematics, etc. In this way it violates the division between the school and the “real world”, a unit that limits the importance and impact of children’s education.
“What are you doing as a writer today?”
This request has several functions. First, he frames what the student will do in respect of what the writers do and invites conversation on these conditions, not, for example, a student who performs a task for the teacher. Second, again, presenting as “given” the allegations that a) the student is a writer who b) will do something that the writers make or reject either identity or action. They are not ready to discuss. The student should say something like “(as a writer) I research tigers about the book I do.”
The opening conversation insists on a commitment to a particular character (I, writer), engaged in a special kind of story (doing writing things). The student is gently pressed – well, well, pressed – to rehearse a story with himself as a writer/main character, opening the possibility for the teacher to develop the story with details and story suggestions.
“I wonder if as a writer you are ready for this …”
This immediately asks the child to think of learning about development or maturity and invites the desire to be considered as enlarged maturity. He bends quite strongly to the student to look at himself as an author and to take the glove of the challenge. If it raises the glove and overcome the challenge, in the context of the teacher’s words, it will be difficult to avoid compiling a story of a self-assertion. Overcoming obstacles thus provides a seductive invitation to accept identity. If the teacher asked her how she did it, she would adjust the story – with her as a successful protagonist.
“I bet you are proud of yourself.”
It feels good to be proud of achieving something. A sense of pride can build internal motivation forward. But Pride is a difficult emotion to pay attention to Because it is available in two forms: authentic and vibrant. Hubristic Pride is the pride of the chest we often see in athletic meetings. There is a down side. It is usually associated with aggression, hostility and social anxiety. People with a sense of vibrant pride tend to be more interested in overthrowing others, gain a sense of superiority and dominated others than to offer them support. The feeling of authentic pride is related to being creative and having a community -oriented, pleasant, prosocial position and good self -esteem. Not surprisingly, it is often accompanied by a degree of popularity. So, if we are going to draw attention to pride, we must guarantee that this is the right type of pride-the strategic overcoming of obstacles, in order to achieve something challenging, pride from the community-oriented prosocial behavior or in the joint solution of problems.
We avoid comments or situations that create a sense of vibrant pride, those that invite pride through interpersonal comparisons and a sense of zero amount for one’s own value or simply through achievement, regardless of the fight. Instead, we focus the invitation for pride on the process of achieving something positive. So, if we want to refer to pride, we can add: “I bet you are proud of yourself (not to give up this project) or (to help your partner solve this problem).” The idea is to build a story about a triumph of a problem, disadvantage or own restrictions, not a triumph over other people. The general “bet you are proud of yourself (valuable process, strategy, struggle…),” claims independence and agent -show. At the same time, this does not make the feeling that the teacher is also involved with the child.
We want the children to attend the process and the agency it offers and we want the children to build positive identities by recognizing their agency in this construction.
