The Three "E's"

This was cross-posted at edtechjourneys:

In a recent post I laid out a host of strategies that have been put forth by educators in an attempt to 'fix' whatever is ailing our schools. I asked, "What would you do?". I understand that we need to do more than one thing at a time; but one key area I'd change is our orientation to the three "E's" of public education

The first E is "Entertainment".

In this scenario the teacher is entertaining and fun and therefore the kids enjoy the class. The teacher is labeled 'cool". Everyone's happy. We've all had "cool" teachers like this.

The second E is "Engagement".

The teacher is still entertaining; but now he/she has stepped to the side a bit more and lets the kids get more involved and more active. There are more projects, more discoveries, more creativity, and more construction on the part of students. The teacher is still "cool" and entertaining; but the kids are doing more of the work. Many educators feel this is where we need to be...ed tech folks see that technology can play a big role in creating this environment...and it is a huge step from the traditional classroom.

...however.....

The problem that I see with both of these strategies...is that the teacher "Owns" the learning. The kids attend, and they may be entertained and engaged; but it's still the teacher's gig. When I look at videos of classrooms in turmoil (see Dangerously Irrelevant), I clearly see students who do not "Own" their own learning. They could care less. They have decided not to "play school" with us anymore, and that is frustrating for everyone...especially the teacher.

They might not be aware of it on a conscious level but their unconscious dialogue go something like this,

"You educators set up this stupid school, decided what you were going to teach without asking me, chose to put me in this class, and then told me to shut up and take notes. I may not have much power; but I can shut you and your dumb system out. You can't force me to learn. The stuff you're teaching me doesn't have any relevance to my life. As a matter of fact, acting out in school is the one place in my life where I can exert some power, even if I'm the one who loses out in the end."

A sad comment; but understandable for a disenfranchised and dis-empowered student.

That brings me to the third E, "Empowerment".

In this approach students are part of the system itself. They participate in decisions about what is taught, what they would like to learn, and what strategies and tools they would like to use in the learning process. Some may decide to work more independently, some in groups; but they are part of the process of deciding what goes on in their own learning.

This is a radical step forward from "Engagement" which seems to be the ed tech mantra right now..."Engage me or Enrage me." But students need more than engagement. They need to be empowered. They need to feel like they are not the just "bricks in the wall". They need to feel they are the architects, masons, (and yes) the laborers that are building the wall.

Educators don't need to feel threatened by this because we still maintain our own ownership and accountability; but to educate the disaffected, angry, and powerless students in many of our traditional classrooms, we must open the circle of power to include the learners themselves.

John Taylor Gatto says,

We have turned our students into parasites. It's an ugly word but absolutely true. By reserving them in school rooms and having them think that they have nothing to give back to the world for 18 years....We need to give them real responsibility. Doing your homework is a fake responsibility."

Empowering students is not a magic bullet. We will still need qualified teachers who know how to build trusting relationships with students and handle the many challenges that kids will present. We will need parents that are part of the empowerment circle and are involved with their children's education. We will need the best technology tools; and school facilities that show society's commitment to our children's futures. We need all these things....

But without taking steps to empower learners to "own" their own learning, we will continue to see classroom dynamics that doom us to failure and to continued classroom turmoil...

...and that serves no one.

pete

Comments

[Jeff]

I really like this idea, but it's hard to imagine what a school that really and truly empowers students would look like. As teachers, a lot of what we do on a daily basis comes from the idea that we think we know what is best for the students. How much of that control are teachers willing to give back to the students, and how would we react when we don't like the direction they head off in. I think it would take a really big change in how a school functions to truly make this work.

[preilly]

Jeff...Yes, a tremendous shift. It's been done successfully in a number of schools. I will be posting more examples of this in the next few weeks. John Taylor Gatto is one of the key public school pioneers.

Here is a link to a private school (Youth Initiative HS) to check out:

http://www.yihs.net/

pete

[tft]

Ever heard of "magician's choice"? It's how a magician gets you to chose whatever the magician wants you to choose. I think this is how I would implement your notion of empowerment.

And your idea to have the students decide the pedagogical method is not so pedagogically sound.

And why would you not want the cool teacher to remain cool and productive? Do you really think that the lucky kids who get that teacher want the teacher to become a drone? Oy vey!

You principals need to leave the good teachers alone, even if we threaten you with practices that work, but have yet to be researched, and deemed, therefore, good for kids.

[preilly]

Interesting how you assumed that I was speaking against having teachers that are "entertaining". I believe that a 'cool' and successful teacher continues to be one...even when the students are engaged and empowered. So, there is no disagreement there.

I'm not too familiar with the "magician's choice" but I don't think 'deception' is the same thing as empowerment. When we allow others to have some say in things that are important to their lives, we are showing a certain amount of respect for them. Deceiving them does not.

Obviously, I don't agree that letting kids have input into how they learn a topic is pedagogically unsound.

Finally, I am not a principal, I am not threatened by successful teachers, and I will not accept a status quo where:

35%-40% of our students never graduate from HS, (in some cities the dropout rate is close to 70%);

and where 50% of new teachers leave the profession by their 5th year of teaching.

We can do better.

pete

[tft]

I only assumed you were speaking against having cool teachers because you mentioned it in your opening. Indeed, you said, "The problem that I see with both of these strategies..." which indicates to me you see a problem. I am glad you clarified your position, and that we share the notion that a cool, entertaining teacher is not a problem.

I speak from the position of and elementary school teacher, so the empowerment thing may have just missed, or should I say, passed me by. I suppose with older students, giving them some say in what and how they learn could be a good thing, if they choose the standards and the standards-based curriculum their school or district has been sanctioned to use due to NCLB. Otherwise, how do you implement such a strategy?

[Gilbert Halcrow]

@pete

I really like the evolution you suggest moving from Entertaining to Engaging to Empowering educators. I think you diminish the ‘Entertaining’ by referring to it as the ‘cool’ teachers, because to me ‘cool’ teachers are often the sort of teacher who runs foul of seeking their students’ approval – perhaps it is just terminology. Still you concepts stands very well.

Have you considered the teachers that have not evolved to even Entertaining, perhaps just plain old ‘Enduring’?

My experience with introducing drama strategies and learning technologies into the curriculum would suggest that the Entertaining teacher will quickly evolve into the Empowering teacher given the right resources and training. But there is a huge gulf between the Enduring and the Entertaining?

By virtue of being ‘Entertaining’ those teaches at the very basic level are acknowledging their students as an audience that could choose to disengage, so in a performance sense there is a collaborative agreement – ‘I’ll sit and listen as long as you entertain me?’.

The Enduring teacher I see as a ‘Larson Far side’ comic strip; A Victorian style mortar board and gowned master stands at the front of the class going ‘Blah, Blah, Blah’ ageless as a centaury passes and his students turn into skeletons. Their belief is that 'the students come to me to learn, what I have to tell.If they do not engage then it is their own fault'

Your model suggests moving from passive consumption to active creation and it is vital that we develop our educators to engage with those phases as lecturer, modeller and facilitator. My anxiety rest not in your model, but that it is dealing with the top end of practitioners. There is a long way for many teachers and school leaders to go before they reach the states you are discussing.

@tft
It worries me when you say that as an elementary teacher the whole ‘empowerment’ thing passed you by? As soon as a child can recognise the Golden Arches or Barney they can make good or bad choices. They need to be empowered to make those choices wisely – empowerment is not the same as ‘student voice’.

Because of the nature of primary school learning being more holistic and experientially based, I have seen more student choice and empowerment in primary schools than I have ever witness in the exam driven cultures of secondary education – so I do not quite get what you mean?

[tft]

I mean, how can kids decide what is taught? We have state mandated curricula, and we need to teach it.

I agree that making kids a part of--as much as you can make them a part of anything--the process is good. But there seem to be limitations that the article doesn't acknowledge that would make the notion of empowerment convoluted, difficult, and a delicate balance. That is where the notion of magician's choice comes in. We often try to lead a student to the end result (knowledge), and we do that in a way that can be considered US getting THEM to THERE; magician's choice, not manipulation and deception, as the author implied I meant.

I think my notion of empowerment and the notion the previous poster and the author share are different. Or, I do it already, and don't recognize it as empowerment, I call it honesty and expectation sharing.

[preilly]

All,
Great comments.

How about having kids involved with curriculum committees, technology committees, holding a school board seat?

How about letting them give input into lunch menus and other aspect of school life?

Not control...but input.

In the classroom they might not have a choice about whether they are going to learn a particular science standard, or computational skill; but could they have input into the method they use to learn it?

For example, I might want to do an independent study project on the science concept that I am asked to learn.

I might be the kind of learner that would like to hear a good lecture about the concept.

It might be that I choose to work with a group on a hands on lab or project to learn the concept.

By looking for every possible place where we can give kids input, responsibility, and choice regarding their school and their learning...we build student ownership of their own education.

There are some great examples of this process working in some really tough schools.

pete

[preilly]

All,
Great comments.

How about having kids involved with curriculum committees, technology committees, holding a school board seat?

How about letting them give input into lunch menus and other aspect of school life?

Not control...but input.

In the classroom they might not have a choice about whether they are going to learn a particular science standard, or computational skill; but could they have input into the method they use to learn it?

For example, I might want to do an independent study project on the science concept that I am asked to learn.

I might be the kind of learner that would like to hear a good lecture about the concept.

It might be that I choose to work with a group on a hands on lab or project to learn the concept.

By looking for every possible place where we can give kids input, responsibility, and choice regarding their school and their learning...we build student ownership of their own education.

There are some great examples of this process working in some really tough schools.

pete

[Carolyn Foote]

Pete,

I really like the way you delineated these approaches.

I'd been really pondering this with a group of teachers on our campus who are starting a professional learning group--I ran across an interesting chapter in the book The Passionate Learner which I blogged more about--regarding students and curriculum.

It relates well to the questions you are asking here. Looking forward to seeing your examples of this in practice.