We expect children to be ‘on-task’ and ‘focusing’ all day, most of it sitting down. I can’t do this myself. When I find an idea really interesting I have to move around – I get up out of my seat and pace, doing something relatively mindless. It calms that moment of excitement. When I’m writing, I have to get up regularly. When I watch the children listening to me or sitting at their desks writing, I wonder how many of them feel the same. But they’re supposed to stay in their seats and I’m supposed to be running rings trying to get to every child and give ‘feedback’. I like this post because it suggests the valuable of being available but not intrusive while children work.
‘I can take any empty space and call it a bare stage’ Peter Brooks, The Empty Space.
At Betts this year Sir Ken Robinson gave a short talk at the evening TeachMeet. He mentioned Brooks’ The Empty Space, which as a Drama graduate, was my bible.
Sir Ken used it to talk about the conceit of teaching, the belief that if left to their own devices students cannot learn effectively – the problem he said was that the current education system had side lined that crucial teacher/student relationship and substituted it for standards, national curricula, output and inspections. He went on to say that learning was a natural thing and education a more formal one but that a healthy education system has to begin with teaching and learning; “you can’t improve education without supporting, encouraging and developing teachers – teaching is an art form”.
@eddiekayshun’s spaced learning blog (http://t.co/hFZlgV0A0C) got…
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