Stephen Brookfield, in chapter three proposes some daunting approaches to skillful teaching of adult learners, but as much as they terrify (a panel of previously disgruntled students meeting with a new class?!), I have to agree with the four core assumptions he outlines: teaching whatever helps students learn, adopting a critically reflective stance toward their practice, developing a constant awareness of how students are experiencing learning and perceiving the teaching, and that young post secondary students must be treated respectfully, as adults. It is the third Assumption that caught my attention as particularly challenging: “Teachers Need a Constant Awareness of How Students Are Experiencing their Learning and Perceiving Teachers Actions”. It is often difficult to have an accurate sense of how people we are in contact with in our day to day life think and feel, never mind student’s more internal experiences in the classroom. For me, Brookfield is challenging educators to be more explicit, intentional and conscious of the perspective of students, and the affect of an educators actions on students. He recommends simple, practical tools (such as Critical Incident Questionnaires), but I infer that the results from the assessments may not always be simple and clear cut. We may learn about quick fixes from assessments, but we may learn that our approach is wholly unsatisfactory on a deeper level, or undercover a deep disconnect among class participants. I believe that the brave path suggested by Brookfield requires that a teacher does not want to hide their head in the sand like an ostrich. They actively solicit feedback and recommendations. As circular as this sounds, students themselves gain more consciousness by being invited consider and share their learning experience. Finding a good fair process to learn about student’s experience of a course shows a commitment from the educator not just to the students, but to the integrity of the material being studied. Of course, soliciting feedback which is not greeted with action could create cynicism so teachers must be prepared to act upon the new information they receive.
Curiosity and Tolerance (among other topics)- Recommended educational link
Below please find a link to an incredible interview with Paulo Friere at a international literacy conference (1996). I understand it was his last interview, in his mid-seventies. I was struck by his comments about the importance of being curious, and how he maintained as sense of curiosity through his life. He also speaks about the idea of tolerance, as being essential as a teacher and he understands it as a duty, and places in proper perspective: To be and to practice tolerance to others (students etc) does not mean you lose your own personality or presence. We all change as teachers, but maintain a core presence. I would love to know what struck others as meaningful about this interview. https://www.youtube.com/watch?v=aFWjnkFypFA
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