You are currently browsing the tag archive for the ‘stimulus to overcome difficulty’ tag.

I found quote #1 the most relevant to myself at this point. I
actually wrote out a couple other responses but in reviewing what I wrote I
found that my response had more in common with the first quote. What “problems” do you encounter with your
students that could stimulate a shared inquiry as an active quest?

I have an inquiry question that is
growing out of a problem. The problem is one that I see; though I don’t think
that my students would share my view. I believe that my students are
comfortable being complacent.

This year, I asked my students, “What
would happen if I put the sectional learning of parts into your hands? What
else might happen if you were to take over all the managerial parts of putting
together a show/concert?” They said things like, “just tell what you want me to
do or say.” and “Well that’s your job.” My students were, are comfortable
showing up doing their thing and being able to say it was all out of their
control. They like the comfort of down time during rehearsals. You know the time I am talking about, the
unaccountable time when another section is working parts.
So when I sent
each section to computers to work/learn their parts with their group they
grumbled and groaned. BUT… within the first couple minutes they were working
out part issues and learning together, solving problems. I only have 2
computers but I have 2 pianos and another student in each class that plays
piano and plays parts for their section. I now have a 3rd computer
and that means that I can rotate my students through the computers and have
each group perform what they have worked on for me. I can record them for them
to hear or for the class to hear. When we know a section we come together and
sing it as a group. This is allowing us to work on dynamics while they are
learning parts so when we put a section together it feels like it means
something. They have a taste of success doing this but still they are
comfortable with the “old way” and they are used to being not in control and if
something doesn’t go well… “It wasn’t their fault.”

As I have taken my inquiry into my
classroom over the last couple of years, I have asked my students to be
participators in the teaching as well as the learning. They resisted at first
but as they became comfortable with being uncomfortable (the old ways being
used less, and technology being used more) they grow excited about the learning
that is actually happening for themselves and their classmates. However, at the
beginning of the year; I mention turning more control on their learning to them
and they get frustrated, because it is dressed as work. They are afraid of
work, of maybe failing and being accountable. They have forgotten how fun the
journey was/can be.

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