The cerebrum -- which is just Latin for "brain" -- is the newest (evolutionarily) and largest part of the brain as a whole. It is here that things like perception, imagination, thought, judgment, and decision occur. I hope you are thoughtful as you leave your comments on this blog.
Wednesday, March 28, 2012
Chapter 2: Moving to the Partnering Pedagogy
Discuss the concept of "leaving the stage" as well the the essential "verbs" in terms of how we can move to "partnering." Is there a place for these concepts in your "philosophy of education?"
What does it mean to leave the stage? I think leaving the stage means getting away from the old ways of being at the board and lecturing to the students. Instead it means maybe having the students go up to the front of the board, having them teach the class. While, you sit there asking him/her the questions that you want all students to be able to answer. More importantly though, asking questions that can lead to a discussion with the rest of the class. During group work the teacher should be walking throughout the classroom making sure that learning is going on, and helping the groups when needed. In short i believe leaving the stage means for the teacher to move away from being in the spotlight and to not be the one the students are listening to all the time.
The verbs are the skills that are used to help the students learn the content you want them to learn. Some of these skills include being able to research, explore, analyze, and verify. I feel these skills are the most valuable skills because they can be used in any topic and if a person is able to use all of them then they are able to clearly articulate that they know something and how/why they know it to be true.
I think there has to be a place for these concepts in a teachers philosophy of education, especially new teachers. Because of the common core it says that students need to use these types of skills within the classroom. I believe firmly in the new common core and the 4 c's, critical thinking, communication, collaboration, & creativity. I feel that if all of these are going on in a classroom, then it is a good job on the teachers part to be able to create an atmosphere that allows for that and being able to come up with the lesson design to encourage it.
The change from direct instruction to partnering has often been described by educators from being “the sage on the stage to the guide on the side”. This quote describes teachers that are used to delivering instruction a certain way such as telling. Many of these teachers usually have a hard time transitioning to partnering. Teachers are known for giving their students too much information and not letting them discover the information on their own. There are multiple other ways for students to obtain information aside from teachers telling it to them. Leaving the stage means teachers no longer standing in front of the class lecturing, but beginning to work alongside the students. It means teachers guiding students to the content and not just telling them where to find it at.
In this chapter the author also discusses focusing the partnering and learning process on the verbs. Verbs are described in this chapter as the skills we utilize in the classroom. When teachers first begin partnering it is recommended to explore the various verbs (skills) through which students can learn such as reading, problem solving, analyzing, sharing etc. In the beginning you don’t want to get attached to any nouns (tools). Verbs have been around long before digital technology and are fundamental in the learning process. Students will learn to use these verbs immediately and in the future. You start with teaching the verbs (skills) and have students work with whatever nouns (tools) are available in the classroom. For example you would teach the skill (verb) calculating to your class but you can have your students use cell phones for calculators.
I definitely believe there is a place for partnering in my philosophy of education. I think partnering is essential in today’s classroom. With the continued growth of technology partnering would be more than effective in my classroom. This technique of teaching allows students to enjoy learning. Partnering not only involves but engages students in the lesson. Students are taking an active role in their education. With partnering students feel like they are in more of leadership role,and everybody wants to be the head of the class.
I think that leaving the stage means that the teacher should not be the center of attention. A class should not revolve around the teacher lecturing while the students just copy what the teacher writes down from the board. The teacher needs to leave the stage, and let their students get involved. If the students are doing group work, they are helping one anger and teaching each other. Also, group presentations are useful because it makes the students research their topic and then teach it to their classmates. Everyone is involved here and it gets away from the boring lectures. Tis does not mean that the teacher is relaxing during this. The teacher needs to stay on top of their students and make sure everyone is participating and understanding the material being taught. In this chapter, the author discusses verbs as the skills we utilize in the classroom. For example, research, explore, analyze and sharing are mentioned. The students research and explore the tools given to them which forces them to work together and do critical thinking and eventually they will share with one another. I think partnering is very important in education and I look foward to bring it into my classroom. Students will enjoy and learn more if they are involved and engaged in the topic rather than being bored. The atmosphere of the classroom has a lot of do with how the student views schools, so my job is to make learning fun, exciting and productive!
I think that leaving the stage means that the teacher should not be the center of attention. A class should not revolve around the teacher lecturing while the students just copy what the teacher writes down from the board. The teacher needs to leave the stage, and let their students get involved. If the students are doing group work, they are helping one anger and teaching each other. Also, group presentations are useful because it makes the students research their topic and then teach it to their classmates. Everyone is involved here and it gets away from the boring lectures. Tis does not mean that the teacher is relaxing during this. The teacher needs to stay on top of their students and make sure everyone is participating and understanding the material being taught. In this chapter, the author discusses verbs as the skills we utilize in the classroom. For example, research, explore, analyze and sharing are mentioned. The students research and explore the tools given to them which forces them to work together and do critical thinking and eventually they will share with one another. I think partnering is very important in education and I look foward to bring it into my classroom. Students will enjoy and learn more if they are involved and engaged in the topic rather than being bored. The atmosphere of the classroom has a lot of do with how the student views schools, so my job is to make learning fun, exciting and productive!
Sure, before I walk into my classroom, I check my teeth, make sure my outfit is put together and my make-up isn’t running. I guess I feel like I’m on stage a little. It’s more because my students are all judging me and they have no filter.
“Leaving the stage” is kind of a funny phrase. I don’t think there’s a teacher who’s ever not been on stage. It’s natural for teachers to feel like they are performing for the class. After all, the typical classroom set-up has the teacher in the front of the room with all the students sitting quietly watching. Watching does not mean learning.
I think “leaving the stage” means even more than the teacher stepping to the side. That implies that there’s still a stage. While a lot of the work in class is centered around the board (hopefully an interactive one), I don’t think the students should walk into class assuming that the lesson is going to “take place” in the front of the room. If we’re committed to partnering, our classrooms shouldn’t have a stage.
The essential “verbs” that the author discusses are the skills the students use in order to learn. They are not specific to one subject. If the students are using these skills, they must be actively participating in their learning because they are discovering rather than being told.
These concepts are definitely present in my philosophy of education. I am hoping that as I learn more, I am able to include them more often. As I posted in chapter 1, I think I need to find the courage to make more room for partnering in my classroom.
I don't know if partnering is necessarily about "leaving the stage." I think it's more about having the students join the teacher on stage. The students have just as an important role in directing and participating in the classroom as the teacher. The students discuss how they want certain their "play" to be directed and the teacher is there guiding them and helping the students figure out how to make their "play" a successful one. In partnering everyone is teaching one another so I think everyone should have an equal part on the stage.
The essential "verbs" discussed are the skills the students will use on stage to direct their "play". The students must be active participants in their own learning and the teacher is their to promote the use of these skills. The essential verbs vary over certain topics but are there to help the students discover what "nouns" to use in order to put these verbs into action. The teacher can focus on specific verbs to a particular topic and discuss with the students ways to find the tools that promote the verbs.
Of course there is a place in my philosophy of education for these concepts. I wish for my classroom to be focused on working together to find a solution than just standing in front of the classroom lecturing. I think the students would find it to be a more enriched learning experience but being active participants.
I initially agreed with Mary and Caitlin regarding the phrasing of the concept “leaving the stage.” I believed that Prensky’s description of partnering called for more of a “sharing the stage” concept. Students are required to share the spotlight with their fellow classmates as they present, discuss, and take an active role in their learning. Teachers are still required to guide and observe each student’s process. Teachers may even present mini-lessons to introduce a topic or refocus students. After all, it is our job to create meaningful and challenging learning opportunities for our students, right? Perhaps this is exactly how Prensky expected us to react to this phrase because he goes on to emphasize the fact that partnering requires us to take a seemingly passive role in our classroom in comparison to our role today. I took a second look at the text and Prensky discusses the ways in which teachers should participate verbally: “asking questions, moderating discussions with students, offering an opinion as part of that discussion, and giving students feedback on projects” (34). I think that his description of partnering does call for us to leave the stage because we are to fulfill the role of the stage manager as we oversee and participate in the performance of our students from off-stage.
I agree that the verbs or skills should be our first consideration as we construct meaningful learning opportunities for our students. We want to focus on the skills that our students need not the limitations of our environment.
This concept of "leaving the stage" refers to the teacher stepping down as the main focus of the classroom. No longer does the teacher need to take center stage and demand total attention to whatever he or she must say. Too often many teachers find that unless they have taught and spoke everything about a topic then their students will be unable to learn it. Partnering asks that these teachers take a step back from direct instruction and take on a role of guide for students'. However, it usually takes a bit of time for teachers' to allow students' all the freedom to discover, explore, and learn about a subject all on their own.
These verbs are the skills that teachers in a partnering are trying to emphasize on their students as they attempt to learn the content. It is a good idea for teachers to consider the various verbs through which students can learn material. This allows for less emphasis on the technological aspect and more on how they learn. The focus of a partnering lesson should be based around picking the appropriate verbs that are key for the material and group of students you are working with. Then blend it with the content and technology. Some verbs to consider include: adapting, designing, negotiating, networking, evaluating, and exploring.
I believe that these concepts to have a place in my philosophy of education. I would like to place strong emphasis on the actions (skills/verbs) that I want my students to utilize in my classrooms. "Leaving the stage" is something I would try to strive for. Allowing my students to turn for me as a guiding partner, who is also trying to learn a great deal, and not just as the only source of information would be very rewarding. I feel that as a former student and future teacher it has been engraved in my mind that direct instruction was the most common way to teach social studies. However, I realize that during my time in college that is further and further from the case. I would embrace this change in my future classes.
Leaving the stage” means that teachers are encouraged to shift from traditional teaching methods to more interactive types of lessons. In this chapter, the author explains that teachers need to guide students through their learning experience rather than coaching and preaching to students on academic information that they feel obligated or find interesting for students to learn about. Many times, teachers believe they are evaluated by the number of times they completed their teaching curriculum within a specific time. Teachers often forget that they are also evaluated by how many of their students are actually learning and achieving academic goals.
In response to the author’s statement “ essentials of verb,” teachers are encouraged to plan classroom lessons and activities that require students to demonstrate critical thinking and problem solving skills. I find this information to be very motivating for teachers who often times forget to use nontraditional teaching methods in their classrooms. Teachers know that they are lecturing too much or talking too much when students are completing interactive activities on their own. After reading this chapter, I realize that many students are being taught by teachers through traditional methods and that may explain why many students are not learning and graduating from high school. As an educator, I believe that teachers need to be aware of old teaching habits and learn to change them if they are not effective. I would definitely recommend teachers to modify their instructional styles to the needs of students.
Leaving the stage basically means relinquishing the idea that the teacher is an all knowing being that dispels information that is expected to be soaked up and memorized by the students. Times have changed drastically over the past few decades and basic row seating, boring lectures, and alienated desk work does not create an environment conducive to learning. I remember, since 6th grade, sitting and taking notes from the overhead or black board, tuning out during lectures, and then studying my notes and book before the test. Since I've been in college and my notes weren't checked like in high school, I stopped taking them. I am so bored in classes that I stare out the window, draw dinosaurs where my notes should be, and teach myself when I leave the classroom. If my students do this when I have a class, I will be mortified.. but as a student.. I just can't help it. I'm too bored. I want my students to be taught through a coaching method as the book mentions, which I first learned about through Rick Lavoie. Instruction should be tailored, motivating, and meaningful. To accomplish this, students need choice and variety, as well as engaging lessons that challenge them, reward them, and encourage them to go further.
To prevent my students from doing what I do now in the class, I will be utilizing the essential verbs as described in the book. These verbs are what the students will be doing in my (a partnering) classroom: analyzing, exploring, reflecting, problem solving, collaborating, connecting, negotiating, sharing, writing, personalizing.. to name a few. Even implementing a few in each lesson can change how a students thinks because they are active in their learning process, allowing them to think more critically. By doing things on their own and with others in a guided and structured, yet open and flexible environment, students play an important role in their own education and their peers.
The concept of “leaving the stage” is essential for teachers to do in order to have a successful partnering learning environment. The “stage” would be the front of the classroom and it can be hard for teachers who are used to just lecturing and just giving students information to get used to having students actually discover the information for them. The essential “verbs” are really just what teachers should be striving for their students to take from their class no matter what the subject. They are the skills students will need in live and not just in the classroom. By implementing partnering into your classroom, you are ensuring that your students will be proficient in all of the “verbs”. I think a teachers philosophy of education should mainly consist of wanting their students to leave they class having those skills because if you are not teaching them those then whatever you are teaching them is useless.
I agree with my collegue that “leaving the stage” means that the teacher is stepping away from being the “main focus”. Traditionally, teachers were the ones who stood in front and lectured on a given topic expecting students to pay attention and stay on task. Even if the teacher is animated, this type of direct instruction is why the author suggests we “leave the stage” and open the floor to “partnering” education. The classroom will look more like “discussing and questioning” and less like “lecturing and telling”. It will encourage more participation and collaboration. The essential verbs are the skills that the students need to learn, practice and master. Some of the verbs the author uses are, exploring, analyzing and verifying. Whatever we teach, we want students to become effective communicators, critical thinkers and decision makers. It is important for teachers to be involved by provide guidance and direction for the students. In “Partnering” students and teachers are branching out from the norm. There is definitely a place for these concepts in my philosophy of education. Students will be excited about sharing opinions and ideas and will enjoy participating in group projects. It gives students a voice and a platform to share with their peers and teacher.
I agree that teachers feel like they are on stage everyday and need to deliver a great performance for their "audience" or students. Buy any movie, play, or television show is much more interesting when there is more then one person performing. The "supporting actors" can even make your performance even better because you can bounce off them, take what they said and apply it to what you are doing. I believe it is not so much about completely "leaving the stage", but more about "sharing the stage". While a teacher should definitely have some control over the class, she should not have total control. She should implement lessons that include more discussion rather than lecture. She should listen to student's opinions and comments on certain topics and be open to the possibility of answers other than what is in her teacher's manual.
The verbs in partnering are the skills the students need that will help them learn in any content area. They include critical thinking, communicating, making decisions, researching, and presenting logically.
There is definitely a place for these verbs and concepts in my philosophy of teaching. In order to keep up with the changing times, they should be part of every teacher's philosophy. In today's classrooms, we need to teach student's how to apply the material they learn to real-life situations. They need to be made aware of why they are learning certain content and how it will help them in the future. These concepts are always used in real life at some point and are beneficial to all students as they move on in life.
Teachers and students can do many things to facilitate or assist in partnering. The term partnering or partner often refers to a pair if group of people collaborating together for reach an overall goal.
I agree with Prenskey that in order to have a successful partnership in the classroom, most teachers needs to see their student in a different light. Also, that as the teacher it is your responsibility to present material in a meaningful and challenging way to our students.
I feel that this idea that in a partnering atmosphere teachers will be “leaving the stage” is not the case. Yes, the teacher will now be sharing the stage but it is still the sole responsibility of the teacher to facilitate and guide the instruction. The teacher must be the center or leader of this partnership. The teacher must work to help their students learn by their own means.
I love the idea of setting up your classroom in order to ensure the best possible outcome for each lesson. I feel this will help keep the students engaged because they will not get bored in the ever changing classroom. If a lesson calls for students to be actively engaged with one another, physical set up the classroom for this will help to motivate students to share with one another. Obviously, when using partnering in your classroom it is important to change the type and level of partnering for different lessons and units of instruction.
The partnering verbs or the ability to take what has been learned and apply it to the “real world” is what teaching is all about for me. This is a huge part of my teaching philosophy. As a physical and health education teacher, I plan my units and lessons so that students learn real life skills that they can use within their own lives.
*What does it mean to leave the stage? I believe that this means teachers need to drop their roles as being in front of an audience all of the time. Instead, the students now need to come onto the stage and shine. Teachers are no longer the only stars lecturing information to students in front of them. The students have a part too. Also, as teachers, we need to drop the feeling of having to give a performance everyday.
The verbs can be simply defined as the skills utilized in the classroom. Using these skills becomes an act of doing rather then seeing.
There is definitely a place for these particular concepts in my philosophy of education. Partnering seems to go hand in hand with a lot of my beliefs. I have always felt as if the classroom needs to change and that students have a lot more to offer us and teach us than we realize.
Leaving the stage is a phrase that makes me laugh. I was always told that as teachers it is as if you are putting on a performance each and every class for your students and I never really understood the meaning of it. After reading I feel that leaving the stage has an entire new meaning. It now means that as teachers we need to take the focus off of ourselves and put it all on the students. It means taking the focus off everything the teaching is doing and placing it on the students learning and their interaction with the lesson and the material. The use of the word verbs in the text is a different way to say the skill set that the students have and use in order to learn the material. These verbs can be used for a vast amount of material and throughout all different subject matter. They are not only for one thing and one thing only. These verbs help the students learn the material through research and many other different creative ways instead of being told through a lecture the material for the lesson. This is a perfect example of partnering in a classroom. Teacher can guide a student or students to find out the correct information and the students can use the new verbs to learn the information they are finding on their own with some guidance. My teaching philosophy is ever growing and changing. There is always room for improvement and always room to learn new things. I believe this is the best way to be an educator is to constantly be learning and evolving with education and the needs of our students.
In my opinion, “leaving the stage” is the central concept of partnering. Teaching should not be about the needs and wants of the teacher, but rather of his/her students. Every effort should be made to engage students in a meaningful lesson and encourage them to take ownership of their own education. Being the “guide on the side” automatically shines the spotlight on the students and their own work.
I have based my own teaching practice so far on covering technology and collaboration through Bloom’s Taxonomy. Although I don’t think that is an incorrect way to organize instruction, I really like Prensky’s “verbs and nouns.” It’s a very clean way to explicitly state the expected level of partnering, particularly in reference to technology. This ensures students practice a skills (ie: presenting) as well as a tool (ie: PowerPoint).
Chapter 2 Look at me. I’m the teacher I’m smart! Do as I say. I’m the teacher I’m accurate and precise! Aspire to be like me. I’m the teacher I am significant! Listen to what I say. I’m the teacher my words are important! Agree with me or you will be condemned. I am the Star on Stage! This is the stance that the educator on the stage may assume. The class revolves around and hangs on the attitude, the position and the opinion on the educator. Lecturing is a one dimensional view thrust upon a group of multifaceted students. Stage teaching is not the best way to educate today’s students. The students must be drawn into their own think tank. They must be asked questions by the educator who takes the position of the guide that will provoke their minds and peak their interests. As the guide the educator will ensure that the students stay on task and make the required curriculum more intriguing. Student must be invited to join the stage and be the center of attention when they are in the classroom. When everyone has a key position in the process of learning the educator will get a better response from the students. The “verbs” will be implemented in this partnering method of teaching. The educator/guide will require that the student to share, to analyze, to research and to explore the lesson. This will promote critical thinking and intellectual discussion. Students will be anxious to learn. They will be excited to gain knowledge. They will want to go home and study. They will share the information they know with other inside and outside of the classroom. The classroom will evolve into a productive, creative and ingenious atmosphere. Look at us. We are researchers! Listen to what we say. We have great ideas! Aspire to be like us. We are hopeful and confident because we are encouraged! We are important. We are investigative and analytical! Our words are significant. We are the future. Prepare us for success. We are today’s students! There is certainly a place for these concepts in my philosophy of education. I look forward to implementing them.
I think that “leaving the stage” means taking a step back from the traditional way of teaching in front of the class and lecturing. It means moving away from having the teacher act as the main event,(or all-knowing leader) in the front of the room and running the entire lesson. I think it also means that teachers must change from simply lecturing to the class the entire lesson, to allowing students to take a more active role. Perhaps students are able to go to the front of the room and teach the class, express an opinion, work together or create guiding questions for the lesson. The guiding questions can lead to group discussions with the entire class, where the teacher can go around and assist groups when needed, instead of dictating everything. A situation like this would better engage students and allow the teacher to move off center stage and show students that they can learn from each other as well.
I think that leaving the stage can help teachers move to partnering because it will help students become more independent learners rather than just listeners to a lecture. In order to move to partnering the teacher must talk to students about their skills and find out how they want to learn. The teacher should also know their student’s interests and passions and use this to facilitate learning by using alternatives to lecturing. The teacher should also make learning real through the use of technology.
Verbs are the skills students need in order to learn the content being presented. Some of the verbs or skills include critical thinking, presenting logically, making decisions, communicating, understanding content and context, exploring, analyzing and researching. I think that these actions will help the students learn their material and be able to apply it in different ways.
I think there is a place for these concepts in my philosophy of education. I think that students will benefit from learning and utilizing the skills/verbs. By using skills such as communication, cooperation, and creativity the students will address the standards and common core. I also think that these verbs and partnering will follow students beyond the classroom in that they can use these skills in many aspects of their lives, (socially and in their careers). I think students will enjoy being seen as an equal in the classroom and having a say in the way they are taught. Students would enjoy having a voice and choice with regards to researching, group work, using technology and being creative. I think they will also enjoy participating in an active lesson, rather than be passive listeners or daydreamers.
“Leaving the stage” refers to the teacher and student role shift when beginning partnering. In ‘telling’ teaching, the teacher is the main person on the stage and is the person conveying all of the information. On the other hand, in partnering, the teacher goes to the side of the stage and provides the students with ways to find the same information on their own. This can be a difficult process for some teachers who do not have full trust that their students will learn everything if it doesn’t directly come out of their mouth. However, if partnering is introduced and carried out correctly, students can learn even more than they can in ‘telling’ teaching. Leaving the stage can allow teachers to connect more with their students, give their students more responsibility, and give teachers more of a chance to differentiate instruction for each student and his/her specific needs.
Essential verbs are a major aspect of partnering. Verbs refer to the skills that students will learn and use in their classroom. These skills include: connecting, presenting, sharing, designing, and many others. Verbs can be learned through many different activities, many of which include the use of nouns. Nouns are the means by which the students practice the verbs. Nouns can include technological objects, such as, PowerPoint, games, YouTube, and many other tools. Verbs are constant learning points in education, while nouns are constantly changing and being updated. In order to move to partnering, teachers need to familiarize students with all of the noun possibilities there are in order to learn the necessary verbs. Teachers need to explain to students that they will be using skills that will be used in the real world and apply them to their classwork.
I believe that partnering can be very useful in my profession. As a current Physical Education and Health teacher, and eventually a Special Education teacher, it is absolutely vital that I differentiate instruction. Some students may need different means to achieve the same goal and partnering allows a teacher to focus on those needs of a student. Partnering teaches students life-skills that can and will be used in their future jobs and lives. Partnering also gives students a sense of responsibility of accomplishment that cannot be achieved during ‘telling’ teaching. This sense can improve oneself skills and self-esteem.
Leaving the stage refers to teachers making the transition from the classroom where they are the experts who “tell” students, to one that utilizes partnering. Ordinarily, the teacher is center stage, in the spotlight, lecturing, telling and explaining, while students are expected to just sit there and take everything in. In leaving the stage, the teacher is no longer the star of the show.
The verbs necessary for moving to partnering are described as the skills we want our students to master. “Verbs” we want our students to become proficient in include problem-solving, analyzing, listening, communicating, and thinking critically. We utilize a variety of nouns (tools) to help our students master certain verbs (skills). While the nouns students use change quite frequently, mostly as a result of ever-changing technology, the verbs change infrequently, if at all. For this reason, teachers should focus more on the verbs they want students to learn, rather than the nouns.
There is definitely a place for these concepts in my philosophy of education. However, while I agree that direct instruction is ineffective, I don’t think teachers should necessarily leave the stage, but should learn to share it. Leaving the stage implies a reversal in roles, it does not indicate an equal partnership. In partnering, the goal is to have teachers and students play an equal part in learning. The concept of focusing on the verbs reminds me of the adage “Give a man a fish and you feed him for a day; teach a man to fish and you feed him for a lifetime.” As a teacher, I want my students to be able to apply the skills they learn in order to successfully navigate their world.
All throughout my undergraduate studies I recall hearing my professors say that we are actors and actresses for the children. We are in front of the classroom for 6 hours a day and wear many hats throughout the day. With that said, I believe the term leaving the stage means exactly that. As a teacher we are stepping out of the spot light and off center stage into the classroom. We are no longer are expect to stand up front and lecture and recite a curriculum to the children as they take notes. By leaving the stage and entering the classroom as a teacher we are working with all the children and different levels of learning to great the best learning environment. We are allowing children to take control of their own studies and becoming a coach to direct them to success. As a teacher stepping of stage we are providing opportunities for the students to learn from on and other through projects, group/team work and trial and error.
Verbs are what we do, therefore verbs are what students need to do in order to be successful learners. The verbs in partnering are a key component of partnering learning. It is important for the students to understand the verbs or skills that will help them learn in all content areas. These verbs can help students learn through other forms of teaching such as research instead of being lectured by the teacher on stage. Some examples of verbs include thinking, analyzing, researching and investigating.
I think that by allowing this concept of partner teaching and the use of verbs in my classroom will be very beneficial for me as a teacher as well as my students. By adapting this style of teaching and allowing it to become part of my philosophy, I believe that students will be better educated. Students will not only learn by enjoy learning and remember information they are interested in. By allowing partner teaching to occur and allowing them to conduct the verbs the students will take pride in their work and actually learn and remember the data they collected, instead of remembering it for a test and throwing it to the side afterwards.
Discuss the concept of "leaving the stage" as well the essential "verbs" in terms of how we can move to "partnering." Is there a place for these concepts in your "philosophy of education?" Leaving the stage means that teachers should leave the traditional teaching instruction technique where they are in front of a classroom lecturing while students take notes. Many of these teachers are giving students too much information and not letting them find their own answers or information using different tools. Students need to get more involved in the lesson, do more group presentations, work with classmates, research a topic and explain it to their peers, use different tools such as books, internet etc. “Verbs” are the skills that students need to learn, practice and master. For teachers that are starting to use partnering it’s recommended to consider the various verbs that students can learn from. Teachers want students to think critically, to analyze, to share, to make decisions, to understand content and context by using verbs and a variety of nouns. Nouns are tools that change constantly such as flash, PowerPoint, e-mail, texting, tweeter etc. For example a teacher will give the students the skill (verb) and the students will use a tool (noun) to solve a question, find the meaning etc. I believe that there is a place of partnering in my philosophy of education. I think that partnering is vital to keep students engage in learning. Currently students are using technology for recreation; why not include these tools in their learning process? Partnering will make students take an active role in their education and will enjoy learning.
Discuss the concept of "leaving the stage" as well the essential "verbs" in terms of how we can move to "partnering." Is there a place for these concepts in your "philosophy of education?" Leaving the stage means that teachers should leave the traditional teaching instruction technique where they are in front of a classroom lecturing while students take notes. Many of these teachers are giving students too much information and not letting them find their own answers or information using different tools. Students need to get more involved in the lesson, do more group presentations, work with classmates, research a topic and explain it to their peers, use different tools such as books, internet etc. “Verbs” are the skills that students need to learn, practice and master. For teachers that are starting to use partnering it’s recommended to consider the various verbs that students can learn from. Teachers want students to think critically, to analyze, to share, to make decisions, to understand content and context by using verbs and a variety of nouns. Nouns are tools that change constantly such as flash, PowerPoint, e-mail, texting, tweeter etc. For example a teacher will give the students the skill (verb) and the students will use a tool (noun) to solve a question, find the meaning etc. I believe that there is a place of partnering in my philosophy of education. I think that partnering is vital to keep students engage in learning. Currently students are using technology for recreation; why not include these tools in their learning process? Partnering will make students take an active role in their education and will enjoy learning.
The concept of leaving the stage refers to the teacher leaving the stage to allow for the students to come forth to the stage. Teachers have to get to the point where they can feel more confident with allowing their students to seek out the knowledge on their own with the skills they’ve acquired. Students do not always have to learn in a traditional setting with the teacher being the lead person for all the information. That’s where partnering would come into existence to allow the students to be more responsible by engaging and seeking out information. I feel the “verbs” act as a guide to ensure that the skills are incorporated into the curriculum. There is definitely a place for these concepts in my philosophy of education because I believe that is our job to produce independent thinkers. These concepts help to foster that idea.
"Leaving the stage" represent the transitioning of our old classroom structure which is ineffective for the current future changes we are facing such as a technology driven and self conscious society.
The verb is the use of our skill. The concept birthed the idea of theory and practice through hands-on approaches such as brainstorming, creativity, researching, and other tactics.The verb reflects their understanding of certain subjects and practices.
These concepts definitely coincides with my philosophy of education because I am a byproduct of this theory. I went to a non traditional college for my undergrad that formulated a dimensions of studies that incorporated hands-on classroom structures and dimension of our self related to others. As my professor said best, "we learn through our sense which are more than five".
Discuss the concept of "leaving the stage" as well the essential "verbs" in terms of how we can move to "partnering." Is there a place for these concepts in your "philosophy of education?"
In my opinion, leaving the stage means exactly what chapter two suggests. As per the chapter, teachers should not feel that the students won’t or cannot learn unless the teacher is the only one teaching and covering the material. It is taking the focus off everything the teaching is doing and placing it on the students learning and their interaction with the lesson and the material. “Leaving the stage” its simply letting the students takes control of the classroom and the teacher serves as a coach.
From what I got from this chapter, verbs are the skills used to aid the students comprehend the material that you want them to grasp. These skills include thinking critically, presenting logically, communicating, making decisions, being rigorous, understanding content and context, and persuading. I believe that these skills are one of the most valuable skills a student can obtain because they can use them in any subject or real life experiences.
As a lifelong learner my philosophy of teaching continues to grow and change. These philosophies of education would enrich my teaching. Leaving the stage is a great technique to follow in your classroom, which I am looking forward to use.
28 comments:
What does it mean to leave the stage? I think leaving the stage means getting away from the old ways of being at the board and lecturing to the students. Instead it means maybe having the students go up to the front of the board, having them teach the class. While, you sit there asking him/her the questions that you want all students to be able to answer. More importantly though, asking questions that can lead to a discussion with the rest of the class. During group work the teacher should be walking throughout the classroom making sure that learning is going on, and helping the groups when needed. In short i believe leaving the stage means for the teacher to move away from being in the spotlight and to not be the one the students are listening to all the time.
The verbs are the skills that are used to help the students learn the content you want them to learn. Some of these skills include being able to research, explore, analyze, and verify. I feel these skills are the most valuable skills because they can be used in any topic and if a person is able to use all of them then they are able to clearly articulate that they know something and how/why they know it to be true.
I think there has to be a place for these concepts in a teachers philosophy of education, especially new teachers. Because of the common core it says that students need to use these types of skills within the classroom. I believe firmly in the new common core and the 4 c's, critical thinking, communication, collaboration, & creativity. I feel that if all of these are going on in a classroom, then it is a good job on the teachers part to be able to create an atmosphere that allows for that and being able to come up with the lesson design to encourage it.
Aocean Clarke
The change from direct instruction to partnering has often been described by educators from being “the sage on the stage to the guide on the side”. This quote describes teachers that are used to delivering instruction a certain way such as telling. Many of these teachers usually have a hard time transitioning to partnering. Teachers are known for giving their students too much information and not letting them discover the information on their own. There are multiple other ways for students to obtain information aside from teachers telling it to them. Leaving the stage means teachers no longer standing in front of the class lecturing, but beginning to work alongside the students. It means teachers guiding students to the content and not just telling them where to find it at.
In this chapter the author also discusses focusing the partnering and learning process on the verbs. Verbs are described in this chapter as the skills we utilize in the classroom. When teachers first begin partnering it is recommended to explore the various verbs (skills) through which students can learn such as reading, problem solving, analyzing, sharing etc. In the beginning you don’t want to get attached to any nouns (tools). Verbs have been around long before digital technology and are fundamental in the learning process. Students will learn to use these verbs immediately and in the future. You start with teaching the verbs (skills) and have students work with whatever nouns (tools) are available in the classroom. For example you would teach the skill (verb) calculating to your class but you can have your students use cell phones for calculators.
I definitely believe there is a place for partnering in my philosophy of education. I think partnering is essential in today’s classroom. With the continued growth of technology partnering would be more than effective in my classroom. This technique of teaching allows students to enjoy learning. Partnering not only involves but engages students in the lesson. Students are taking an active role in their education. With partnering students feel like they are in more of leadership role,and everybody wants to be the head of the class.
I think that leaving the stage means that the teacher should not be the center of attention. A class should not revolve around the teacher lecturing while the students just copy what the teacher writes down from the board. The teacher needs to leave the stage, and let their students get involved. If the students are doing group work, they are helping one anger and teaching each other. Also, group presentations are useful because it makes the students research their topic and then teach it to their classmates. Everyone is involved here and it gets away from the boring lectures. Tis does not mean that the teacher is relaxing during this. The teacher needs to stay on top of their students and make sure everyone is participating and understanding the material being taught.
In this chapter, the author discusses verbs as the skills we utilize in the classroom. For example, research, explore, analyze and sharing are mentioned. The students research and explore the tools given to them which forces them to work together and do critical thinking and eventually they will share with one another.
I think partnering is very important in education and I look foward to bring it into my classroom. Students will enjoy and learn more if they are involved and engaged in the topic rather than being bored. The atmosphere of the classroom has a lot of do with how the student views schools, so my job is to make learning fun, exciting and productive!
I think that leaving the stage means that the teacher should not be the center of attention. A class should not revolve around the teacher lecturing while the students just copy what the teacher writes down from the board. The teacher needs to leave the stage, and let their students get involved. If the students are doing group work, they are helping one anger and teaching each other. Also, group presentations are useful because it makes the students research their topic and then teach it to their classmates. Everyone is involved here and it gets away from the boring lectures. Tis does not mean that the teacher is relaxing during this. The teacher needs to stay on top of their students and make sure everyone is participating and understanding the material being taught.
In this chapter, the author discusses verbs as the skills we utilize in the classroom. For example, research, explore, analyze and sharing are mentioned. The students research and explore the tools given to them which forces them to work together and do critical thinking and eventually they will share with one another.
I think partnering is very important in education and I look foward to bring it into my classroom. Students will enjoy and learn more if they are involved and engaged in the topic rather than being bored. The atmosphere of the classroom has a lot of do with how the student views schools, so my job is to make learning fun, exciting and productive!
Sure, before I walk into my classroom, I check my teeth, make sure my outfit is put together and my make-up isn’t running. I guess I feel like I’m on stage a little. It’s more because my students are all judging me and they have no filter.
“Leaving the stage” is kind of a funny phrase. I don’t think there’s a teacher who’s ever not been on stage. It’s natural for teachers to feel like they are performing for the class. After all, the typical classroom set-up has the teacher in the front of the room with all the students sitting quietly watching. Watching does not mean learning.
I think “leaving the stage” means even more than the teacher stepping to the side. That implies that there’s still a stage. While a lot of the work in class is centered around the board (hopefully an interactive one), I don’t think the students should walk into class assuming that the lesson is going to “take place” in the front of the room. If we’re committed to partnering, our classrooms shouldn’t have a stage.
The essential “verbs” that the author discusses are the skills the students use in order to learn. They are not specific to one subject. If the students are using these skills, they must be actively participating in their learning because they are discovering rather than being told.
These concepts are definitely present in my philosophy of education. I am hoping that as I learn more, I am able to include them more often. As I posted in chapter 1, I think I need to find the courage to make more room for partnering in my classroom.
I don't know if partnering is necessarily about "leaving the stage." I think it's more about having the students join the teacher on stage. The students have just as an important role in directing and participating in the classroom as the teacher. The students discuss how they want certain their "play" to be directed and the teacher is there guiding them and helping the students figure out how to make their "play" a successful one. In partnering everyone is teaching one another so I think everyone should have an equal part on the stage.
The essential "verbs" discussed are the skills the students will use on stage to direct their "play". The students must be active participants in their own learning and the teacher is their to promote the use of these skills. The essential verbs vary over certain topics but are there to help the students discover what "nouns" to use in order to put these verbs into action. The teacher can focus on specific verbs to a particular topic and discuss with the students ways to find the tools that promote the verbs.
Of course there is a place in my philosophy of education for these concepts. I wish for my classroom to be focused on working together to find a solution than just standing in front of the classroom lecturing. I think the students would find it to be a more enriched learning experience but being active participants.
Chapter 2: Moving to the Partnering Pedagogy
I initially agreed with Mary and Caitlin regarding the phrasing of the concept “leaving the stage.” I believed that Prensky’s description of partnering called for more of a “sharing the stage” concept. Students are required to share the spotlight with their fellow classmates as they present, discuss, and take an active role in their learning. Teachers are still required to guide and observe each student’s process. Teachers may even present mini-lessons to introduce a topic or refocus students. After all, it is our job to create meaningful and challenging learning opportunities for our students, right? Perhaps this is exactly how Prensky expected us to react to this phrase because he goes on to emphasize the fact that partnering requires us to take a seemingly passive role in our classroom in comparison to our role today. I took a second look at the text and Prensky discusses the ways in which teachers should participate verbally: “asking questions, moderating discussions with students, offering an opinion as part of that discussion, and giving students feedback on projects” (34). I think that his description of partnering does call for us to leave the stage because we are to fulfill the role of the stage manager as we oversee and participate in the performance of our students from off-stage.
I agree that the verbs or skills should be our first consideration as we construct meaningful learning opportunities for our students. We want to focus on the skills that our students need not the limitations of our environment.
This concept of "leaving the stage" refers to the teacher stepping down as the main focus of the classroom. No longer does the teacher need to take center stage and demand total attention to whatever he or she must say. Too often many teachers find that unless they have taught and spoke everything about a topic then their students will be unable to learn it. Partnering asks that these teachers take a step back from direct instruction and take on a role of guide for students'. However, it usually takes a bit of time for teachers' to allow students' all the freedom to discover, explore, and learn about a subject all on their own.
These verbs are the skills that teachers in a partnering are trying to emphasize on their students as they attempt to learn the content. It is a good idea for teachers to consider the various verbs through which students can learn material. This allows for less emphasis on the technological aspect and more on how they learn. The focus of a partnering lesson should be based around picking the appropriate verbs that are key for the material and group of students you are working with. Then blend it with the content and technology. Some verbs to consider include: adapting, designing, negotiating, networking, evaluating, and exploring.
I believe that these concepts to have a place in my philosophy of education. I would like to place strong emphasis on the actions (skills/verbs) that I want my students to utilize in my classrooms. "Leaving the stage" is something I would try to strive for. Allowing my students to turn for me as a guiding partner, who is also trying to learn a great deal, and not just as the only source of information would be very rewarding. I feel that as a former student and future teacher it has been engraved in my mind that direct instruction was the most common way to teach social studies. However, I realize that during my time in college that is further and further from the case. I would embrace this change in my future classes.
Leaving the stage” means that teachers are encouraged to shift from traditional teaching methods to more interactive types of lessons. In this chapter, the author explains that teachers need to guide students through their learning experience rather than coaching and preaching to students on academic information that they feel obligated or find interesting for students to learn about. Many times, teachers believe they are evaluated by the number of times they completed their teaching curriculum within a specific time. Teachers often forget that they are also evaluated by how many of their students are actually learning and achieving academic goals.
In response to the author’s statement “ essentials of verb,” teachers are encouraged to plan classroom lessons and activities that require students to demonstrate critical thinking and problem solving skills. I find this information to be very motivating for teachers who often times forget to use nontraditional teaching methods in their classrooms. Teachers know that they are lecturing too much or talking too much when students are completing interactive activities on their own.
After reading this chapter, I realize that many students are being taught by teachers through traditional methods and that may explain why many students are not learning and graduating from high school. As an educator, I believe that teachers need to be aware of old teaching habits and learn to change them if they are not effective. I would definitely recommend teachers to modify their instructional styles to the needs of students.
Leaving the stage basically means relinquishing the idea that the teacher is an all knowing being that dispels information that is expected to be soaked up and memorized by the students. Times have changed drastically over the past few decades and basic row seating, boring lectures, and alienated desk work does not create an environment conducive to learning. I remember, since 6th grade, sitting and taking notes from the overhead or black board, tuning out during lectures, and then studying my notes and book before the test. Since I've been in college and my notes weren't checked like in high school, I stopped taking them. I am so bored in classes that I stare out the window, draw dinosaurs where my notes should be, and teach myself when I leave the classroom. If my students do this when I have a class, I will be mortified.. but as a student.. I just can't help it. I'm too bored. I want my students to be taught through a coaching method as the book mentions, which I first learned about through Rick Lavoie. Instruction should be tailored, motivating, and meaningful. To accomplish this, students need choice and variety, as well as engaging lessons that challenge them, reward them, and encourage them to go further.
To prevent my students from doing what I do now in the class, I will be utilizing the essential verbs as described in the book. These verbs are what the students will be doing in my (a partnering) classroom: analyzing, exploring, reflecting, problem solving, collaborating, connecting, negotiating, sharing, writing, personalizing.. to name a few. Even implementing a few in each lesson can change how a students thinks because they are active in their learning process, allowing them to think more critically. By doing things on their own and with others in a guided and structured, yet open and flexible environment, students play an important role in their own education and their peers.
The concept of “leaving the stage” is essential for teachers to do in order to have a successful partnering learning environment. The “stage” would be the front of the classroom and it can be hard for teachers who are used to just lecturing and just giving students information to get used to having students actually discover the information for them. The essential “verbs” are really just what teachers should be striving for their students to take from their class no matter what the subject. They are the skills students will need in live and not just in the classroom. By implementing partnering into your classroom, you are ensuring that your students will be proficient in all of the “verbs”. I think a teachers philosophy of education should mainly consist of wanting their students to leave they class having those skills because if you are not teaching them those then whatever you are teaching them is useless.
I agree with my collegue that “leaving the stage” means that the teacher is stepping away from being the “main focus”. Traditionally, teachers were the ones who stood in front and lectured on a given topic expecting students to pay attention and stay on task. Even if the teacher is animated, this type of direct instruction is why the author suggests we “leave the stage” and open the floor to “partnering” education. The classroom will look more like “discussing and questioning” and less like “lecturing and telling”. It will encourage more participation and collaboration.
The essential verbs are the skills that the students need to learn, practice and master. Some of the verbs the author uses are, exploring, analyzing and verifying. Whatever we teach, we want students to become effective communicators, critical thinkers and decision makers. It is important for teachers to be involved by provide guidance and direction for the students. In “Partnering” students and teachers are branching out from the norm. There is definitely a place for these concepts in my philosophy of education. Students will be excited about sharing opinions and ideas and will enjoy participating in group projects. It gives students a voice and a platform to share with their peers and teacher.
I agree that teachers feel like they are on stage everyday and need to deliver a great performance for their "audience" or students. Buy any movie, play, or television show is much more interesting when there is more then one person performing. The "supporting actors" can even make your performance even better because you can bounce off them, take what they said and apply it to what you are doing. I believe it is not so much about completely "leaving the stage", but more about "sharing the stage". While a teacher should definitely have some control over the class, she should not have total control. She should implement lessons that include more discussion rather than lecture. She should listen to student's opinions and comments on certain topics and be open to the possibility of answers other than what is in her teacher's manual.
The verbs in partnering are the skills the students need that will help them learn in any content area. They include critical thinking, communicating, making decisions, researching, and presenting logically.
There is definitely a place for these verbs and concepts in my philosophy of teaching. In order to keep up with the changing times, they should be part of every teacher's philosophy. In today's classrooms, we need to teach student's how to apply the material they learn to real-life situations. They need to be made aware of why they are learning certain content and how it will help them in the future. These concepts are always used in real life at some point and are beneficial to all students as they move on in life.
Teachers and students can do many things to facilitate or assist in partnering. The term partnering or partner often refers to a pair if group of people collaborating together for reach an overall goal.
I agree with Prenskey that in order to have a successful partnership in the classroom, most teachers needs to see their student in a different light. Also, that as the teacher it is your responsibility to present material in a meaningful and challenging way to our students.
I feel that this idea that in a partnering atmosphere teachers will be “leaving the stage” is not the case. Yes, the teacher will now be sharing the stage but it is still the sole responsibility of the teacher to facilitate and guide the instruction. The teacher must be the center or leader of this partnership. The teacher must work to help their students learn by their own means.
I love the idea of setting up your classroom in order to ensure the best possible outcome for each lesson. I feel this will help keep the students engaged because they will not get bored in the ever changing classroom. If a lesson calls for students to be actively engaged with one another, physical set up the classroom for this will help to motivate students to share with one another. Obviously, when using partnering in your classroom it is important to change the type and level of partnering for different lessons and units of instruction.
The partnering verbs or the ability to take what has been learned and apply it to the “real world” is what teaching is all about for me. This is a huge part of my teaching philosophy. As a physical and health education teacher, I plan my units and lessons so that students learn real life skills that they can use within their own lives.
*What does it mean to leave the stage?
I believe that this means teachers need to drop their roles as being in front of an audience all of the time. Instead, the students now need to come onto the stage and shine. Teachers are no longer the only stars lecturing information to students in front of them. The students have a part too. Also, as teachers, we need to drop the feeling of having to give a performance everyday.
The verbs can be simply defined as the skills utilized in the classroom. Using these skills becomes an act of doing rather then seeing.
There is definitely a place for these particular concepts in my philosophy of education. Partnering seems to go hand in hand with a lot of my beliefs. I have always felt as if the classroom needs to change and that students have a lot more to offer us and teach us than we realize.
Leaving the stage is a phrase that makes me laugh. I was always told that as teachers it is as if you are putting on a performance each and every class for your students and I never really understood the meaning of it. After reading I feel that leaving the stage has an entire new meaning. It now means that as teachers we need to take the focus off of ourselves and put it all on the students. It means taking the focus off everything the teaching is doing and placing it on the students learning and their interaction with the lesson and the material. The use of the word verbs in the text is a different way to say the skill set that the students have and use in order to learn the material. These verbs can be used for a vast amount of material and throughout all different subject matter. They are not only for one thing and one thing only. These verbs help the students learn the material through research and many other different creative ways instead of being told through a lecture the material for the lesson. This is a perfect example of partnering in a classroom. Teacher can guide a student or students to find out the correct information and the students can use the new verbs to learn the information they are finding on their own with some guidance. My teaching philosophy is ever growing and changing. There is always room for improvement and always room to learn new things. I believe this is the best way to be an educator is to constantly be learning and evolving with education and the needs of our students.
In my opinion, “leaving the stage” is the central concept of partnering. Teaching should not be about the needs and wants of the teacher, but rather of his/her students. Every effort should be made to engage students in a meaningful lesson and encourage them to take ownership of their own education. Being the “guide on the side” automatically shines the spotlight on the students and their own work.
I have based my own teaching practice so far on covering technology and collaboration through Bloom’s Taxonomy. Although I don’t think that is an incorrect way to organize instruction, I really like Prensky’s “verbs and nouns.” It’s a very clean way to explicitly state the expected level of partnering, particularly in reference to technology. This ensures students practice a skills (ie: presenting) as well as a tool (ie: PowerPoint).
Chapter 2
Look at me. I’m the teacher I’m smart!
Do as I say. I’m the teacher I’m accurate and precise!
Aspire to be like me. I’m the teacher I am significant!
Listen to what I say. I’m the teacher my words are important!
Agree with me or you will be condemned. I am the Star on Stage!
This is the stance that the educator on the stage may assume. The class revolves around and hangs on the attitude, the position and the opinion on the educator. Lecturing is a one dimensional view thrust upon a group of multifaceted students. Stage teaching is not the best way to educate today’s students. The students must be drawn into their own think tank. They must be asked questions by the educator who takes the position of the guide that will provoke their minds and peak their interests. As the guide the educator will ensure that the students stay on task and make the required curriculum more intriguing. Student must be invited to join the stage and be the center of attention when they are in the classroom. When everyone has a key position in the process of learning the educator will get a better response from the students. The “verbs” will be implemented in this partnering method of teaching. The educator/guide will require that the student to share, to analyze, to research and to explore the lesson. This will promote critical thinking and intellectual discussion. Students will be anxious to learn. They will be excited to gain knowledge. They will want to go home and study. They will share the information they know with other inside and outside of the classroom. The classroom will evolve into a productive, creative and ingenious atmosphere.
Look at us. We are researchers!
Listen to what we say. We have great ideas!
Aspire to be like us. We are hopeful and confident because we are encouraged!
We are important. We are investigative and analytical!
Our words are significant. We are the future. Prepare us for success. We are today’s students!
There is certainly a place for these concepts in my philosophy of education. I look forward to implementing them.
I think that “leaving the stage” means taking a step back from the traditional way of teaching in front of the class and lecturing. It means moving away from having the teacher act as the main event,(or all-knowing leader) in the front of the room and running the entire lesson. I think it also means that teachers must change from simply lecturing to the class the entire lesson, to allowing students to take a more active role. Perhaps students are able to go to the front of the room and teach the class, express an opinion, work together or create guiding questions for the lesson. The guiding questions can lead to group discussions with the entire class, where the teacher can go around and assist groups when needed, instead of dictating everything. A situation like this would better engage students and allow the teacher to move off center stage and show students that they can learn from each other as well.
I think that leaving the stage can help teachers move to partnering because it will help students become more independent learners rather than just listeners to a lecture. In order to move to partnering the teacher must talk to students about their skills and find out how they want to learn. The teacher should also know their student’s interests and passions and use this to facilitate learning by using alternatives to lecturing. The teacher should also make learning real through the use of technology.
Verbs are the skills students need in order to learn the content being presented. Some of the verbs or skills include critical thinking, presenting logically, making decisions, communicating, understanding content and context, exploring, analyzing and researching. I think that these actions will help the students learn their material and be able to apply it in different ways.
I think there is a place for these concepts in my philosophy of education. I think that students will benefit from learning and utilizing the skills/verbs. By using skills such as communication, cooperation, and creativity the students will address the standards and common core. I also think that these verbs and partnering will follow students beyond the classroom in that they can use these skills in many aspects of their lives, (socially and in their careers). I think students will enjoy being seen as an equal in the classroom and having a say in the way they are taught. Students would enjoy having a voice and choice with regards to researching, group work, using technology and being creative. I think they will also enjoy participating in an active lesson, rather than be passive listeners or daydreamers.
Mandie Serif
“Leaving the stage” refers to the teacher and student role shift when beginning partnering. In ‘telling’ teaching, the teacher is the main person on the stage and is the person conveying all of the information. On the other hand, in partnering, the teacher goes to the side of the stage and provides the students with ways to find the same information on their own. This can be a difficult process for some teachers who do not have full trust that their students will learn everything if it doesn’t directly come out of their mouth. However, if partnering is introduced and carried out correctly, students can learn even more than they can in ‘telling’ teaching. Leaving the stage can allow teachers to connect more with their students, give their students more responsibility, and give teachers more of a chance to differentiate instruction for each student and his/her specific needs.
Essential verbs are a major aspect of partnering. Verbs refer to the skills that students will learn and use in their classroom. These skills include: connecting, presenting, sharing, designing, and many others. Verbs can be learned through many different activities, many of which include the use of nouns. Nouns are the means by which the students practice the verbs. Nouns can include technological objects, such as, PowerPoint, games, YouTube, and many other tools. Verbs are constant learning points in education, while nouns are constantly changing and being updated. In order to move to partnering, teachers need to familiarize students with all of the noun possibilities there are in order to learn the necessary verbs. Teachers need to explain to students that they will be using skills that will be used in the real world and apply them to their classwork.
I believe that partnering can be very useful in my profession. As a current Physical Education and Health teacher, and eventually a Special Education teacher, it is absolutely vital that I differentiate instruction. Some students may need different means to achieve the same goal and partnering allows a teacher to focus on those needs of a student. Partnering teaches students life-skills that can and will be used in their future jobs and lives. Partnering also gives students a sense of responsibility of accomplishment that cannot be achieved during ‘telling’ teaching. This sense can improve oneself skills and self-esteem.
Leaving the stage refers to teachers making the transition from the classroom where they are the experts who “tell” students, to one that utilizes partnering. Ordinarily, the teacher is center stage, in the spotlight, lecturing, telling and explaining, while students are expected to just sit there and take everything in. In leaving the stage, the teacher is no longer the star of the show.
The verbs necessary for moving to partnering are described as the skills we want our students to master. “Verbs” we want our students to become proficient in include problem-solving, analyzing, listening, communicating, and thinking critically. We utilize a variety of nouns (tools) to help our students master certain verbs (skills). While the nouns students use change quite frequently, mostly as a result of ever-changing technology, the verbs change infrequently, if at all. For this reason, teachers should focus more on the verbs they want students to learn, rather than the nouns.
There is definitely a place for these concepts in my philosophy of education. However, while I agree that direct instruction is ineffective, I don’t think teachers should necessarily leave the stage, but should learn to share it. Leaving the stage implies a reversal in roles, it does not indicate an equal partnership. In partnering, the goal is to have teachers and students play an equal part in learning. The concept of focusing on the verbs reminds me of the adage “Give a man a fish and you feed him for a day; teach a man to fish and you feed him for a lifetime.” As a teacher, I want my students to be able to apply the skills they learn in order to successfully navigate their world.
All throughout my undergraduate studies I recall hearing my professors say that we are actors and actresses for the children. We are in front of the classroom for 6 hours a day and wear many hats throughout the day. With that said, I believe the term leaving the stage means exactly that. As a teacher we are stepping out of the spot light and off center stage into the classroom. We are no longer are expect to stand up front and lecture and recite a curriculum to the children as they take notes. By leaving the stage and entering the classroom as a teacher we are working with all the children and different levels of learning to great the best learning environment. We are allowing children to take control of their own studies and becoming a coach to direct them to success. As a teacher stepping of stage we are providing opportunities for the students to learn from on and other through projects, group/team work and trial and error.
Verbs are what we do, therefore verbs are what students need to do in order to be successful learners. The verbs in partnering are a key component of partnering learning. It is important for the students to understand the verbs or skills that will help them learn in all content areas. These verbs can help students learn through other forms of teaching such as research instead of being lectured by the teacher on stage. Some examples of verbs include thinking, analyzing, researching and investigating.
I think that by allowing this concept of partner teaching and the use of verbs in my classroom will be very beneficial for me as a teacher as well as my students. By adapting this style of teaching and allowing it to become part of my philosophy, I believe that students will be better educated. Students will not only learn by enjoy learning and remember information they are interested in. By allowing partner teaching to occur and allowing them to conduct the verbs the students will take pride in their work and actually learn and remember the data they collected, instead of remembering it for a test and throwing it to the side afterwards.
Discuss the concept of "leaving the stage" as well the essential "verbs" in terms of how we can move to "partnering." Is there a place for these concepts in your "philosophy of education?"
Leaving the stage means that teachers should leave the traditional teaching instruction technique where they are in front of a classroom lecturing while students take notes. Many of these teachers are giving students too much information and not letting them find their own answers or information using different tools. Students need to get more involved in the lesson, do more group presentations, work with classmates, research a topic and explain it to their peers, use different tools such as books, internet etc.
“Verbs” are the skills that students need to learn, practice and master. For teachers that are starting to use partnering it’s recommended to consider the various verbs that students can learn from. Teachers want students to think critically, to analyze, to share, to make decisions, to understand content and context by using verbs and a variety of nouns. Nouns are tools that change constantly such as flash, PowerPoint, e-mail, texting, tweeter etc. For example a teacher will give the students the skill (verb) and the students will use a tool (noun) to solve a question, find the meaning etc.
I believe that there is a place of partnering in my philosophy of education. I think that partnering is vital to keep students engage in learning. Currently students are using technology for recreation; why not include these tools in their learning process? Partnering will make students take an active role in their education and will enjoy learning.
Discuss the concept of "leaving the stage" as well the essential "verbs" in terms of how we can move to "partnering." Is there a place for these concepts in your "philosophy of education?"
Leaving the stage means that teachers should leave the traditional teaching instruction technique where they are in front of a classroom lecturing while students take notes. Many of these teachers are giving students too much information and not letting them find their own answers or information using different tools. Students need to get more involved in the lesson, do more group presentations, work with classmates, research a topic and explain it to their peers, use different tools such as books, internet etc.
“Verbs” are the skills that students need to learn, practice and master. For teachers that are starting to use partnering it’s recommended to consider the various verbs that students can learn from. Teachers want students to think critically, to analyze, to share, to make decisions, to understand content and context by using verbs and a variety of nouns. Nouns are tools that change constantly such as flash, PowerPoint, e-mail, texting, tweeter etc. For example a teacher will give the students the skill (verb) and the students will use a tool (noun) to solve a question, find the meaning etc.
I believe that there is a place of partnering in my philosophy of education. I think that partnering is vital to keep students engage in learning. Currently students are using technology for recreation; why not include these tools in their learning process? Partnering will make students take an active role in their education and will enjoy learning.
The concept of leaving the stage refers to the teacher leaving the stage to allow for the students to come forth to the stage. Teachers have to get to the point where they can feel more confident with allowing their students to seek out the knowledge on their own with the skills they’ve acquired. Students do not always have to learn in a traditional setting with the teacher being the lead person for all the information. That’s where partnering would come into existence to allow the students to be more responsible by engaging and seeking out information. I feel the “verbs” act as a guide to ensure that the skills are incorporated into the curriculum. There is definitely a place for these concepts in my philosophy of education because I believe that is our job to produce independent thinkers. These concepts help to foster that idea.
"Leaving the stage" represent the transitioning of our old classroom structure which is ineffective for the current future changes we are facing such as a technology driven and self conscious society.
The verb is the use of our skill. The concept birthed the idea of theory and practice through hands-on approaches such as brainstorming, creativity, researching, and other tactics.The verb reflects their understanding of certain subjects and practices.
These concepts definitely coincides with my philosophy of education because I am a byproduct of this theory. I went to a non traditional college for my undergrad that formulated a dimensions of studies that incorporated hands-on classroom structures and dimension of our self related to others. As my professor said best, "we learn through our sense which are more than five".
Discuss the concept of "leaving the stage" as well the essential "verbs" in terms of how we can move to "partnering." Is there a place for these concepts in your "philosophy of education?"
In my opinion, leaving the stage means exactly what chapter two suggests. As per the chapter, teachers should not feel that the students won’t or cannot learn unless the teacher is the only one teaching and covering the material. It is taking the focus off everything the teaching is doing and placing it on the students learning and their interaction with the lesson and the material. “Leaving the stage” its simply letting the students takes control of the classroom and the teacher serves as a coach.
From what I got from this chapter, verbs are the skills used to aid the students comprehend the material that you want them to grasp. These skills include thinking critically, presenting logically, communicating, making decisions, being rigorous, understanding content and context, and persuading. I believe that these skills are one of the most valuable skills a student can obtain because they can use them in any subject or real life experiences.
As a lifelong learner my philosophy of teaching continues to grow and change. These philosophies of education would enrich my teaching. Leaving the stage is a great technique to follow in your classroom, which I am looking forward to use.
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