So here I am freshly commissioned by La Juste Debout school to teach the "next generation" how to choreograph. "After the first court, two weeks ago that The same good old questions back to me. Namely: How
make them grasp the best interest of what I tell them? how to optimum learning situation? how to put them in a learning situation fluid , where learning takes place in action and benevolence? how to get them to be confident enough, and make me confident enough to dare to seek their own answers through the situations they face in court?
So quickly is the question of the deafening silence of some students! Which brings me back to my own school! I remember large periods of non-participation, rather recurring in time. What is the least surprising given how the act of learning is a passion for me today! So he was happening to me at the time!
some talk about the shyness of the students, the other pressure other students or, especially, non interest subjects. Yet none of these reasons, although true to a large extent, not fully satisfy me.
Although I am now a dance teacher who teaches at a school dance, I can feel exactly the same attitudes that exist in the teaching of more general subjects. A school is a school and it ultimately benefits the method that fundamentally differentiate one from another.
While everything can happen, a pupil at a school dance International Hip Hop, there is generally no accident. There is no reason that he is not interested in what he learns. Yet the same attitudes manifest themselves face to my questions and my request for participation. "This is just the beginning!" Some will say, "they are relaxed a bit after!" Yes, sure! For some, but the other will not budge one bit if I'm not looking for them in their trenches!
My question about the participation or non-participation of students in class is:
Shyness, Student attitudes between them and the group more generally, they are actually Main causes of mutism in some class? Is it not already there, the symptoms of something else rather than the causes?
The relationship has much to do but the very way of conceiving what a learning seems equally questionable to me! For example, it appears to me more and more eloquent than the duo "+ penalty assessment " lead has mental paradigms based on the comparison and trial.
I am always surprised that this works in strange spring in students: Some people come to learn who will not go wrong. Thus the shame or fear to be considered "stupid" have paralyzed whole generations of students, transforming them into creatures psychologically strange Learners wishing to appear to know already! Thus a student who does not speak in class is also certainly a student who self-censorship, Because the trial involved the presentation of the class teacher and himself.
If he is mistaken in his statement, if it shows openly his ignorance or incompetence, the trial of other students and teachers can persuade him that being ignorant is not normal. It may thus take it to be thought incapable of learning show abnormal since this method when it is taught categorically is presented as the norm. Yet as explained very well Sir Ken Robinson , this method of learning related to a traditional system inherited from the Industrial Revolution, aims to train students had some form of productivity which, in addition to being increasingly unsuited to the times in which we live, literally killing the creativity of students.
This aspect of the educational method based on evaluation culminating in a note of congratulations or punissions, seems to me to convey the insidious message:
Te wrong is a bad thing, not knowing is shameful, not to succeed is wrong!
Therefore what we do not teach him but the student soon learns, is to protect themselves. Some real clowns in becoming known as "disruptive", while others become what some teachers call "insolent", refusing to admit their mistakes even coarser, others by becoming a real "bluffers" simulating knowledge that they actually do not have, and some simply becoming dumb and whose wishes the most expensive, is at this moment, to be invisible.
Students develop ingenuity in their behavior to avoid exposure to being what they are in fact ignorant. Lunacy! Learn how to fully and calmly if one does not live peacefully in his obvious ignorance. The fact of "not knowing" should be celebrated as the chance to have a lot to discover errors should also be performed and analyzed as they are: information that allows us to make discoveries and at the same time, bringing us closer to our goal. Make an error is to learn what is not fair, so that is indeed part of the learning process! Above all, this is not fair, is not in a given context, and could become the right answer in a different context. Condemn the errors by referring brutally and systematically in dark corners or under the carpet, do not allow us to do anything other than embarrassing things at the same place where these errors could be the resource for questions and future situations.
Questions should also be celebrated because they are only the result of these basic premises that we can learn! If we know things already, in fact, learning does not occur. Whoever was wrong finally know ten times more things than one who has never been wrong. the greatest discoveries are also often accidental. The famous case of Isaac Newton discovered law of universal gravitation after an apple has fallen from a tree by accident, before his eyes, is a perfect example. One can easily imagine that the spirits are, especially, minds free enough to leave the only principle of learning through learning traditional and hierarchical. These are people who saw a way of learning and discovery in their mistakes and blunders. What actually do school and, more generally, adults, young minds when they amputate their possibility of being wrong?
The Silence of the students seems to me to be an excellent indicator of the nonsense of the traditional education system. We may use non-violent communication Marshall Rosenberg as we want. This will clean up some of the relationships between students but not the context in which they operate, itself based on a paradigm competition.
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