I began reflecting on my teaching practice in 2012. As part of this process, of course, I began to reflect on my own experiences in the education system, and how these experiences worked to establish many of the beliefs, assumptions and biases that I hold. I admittedly started my master’s degree far too early in my career, but I am grateful now that I did. I feel that this experience of intense learning and deeply focused reflection allowed me to recognize and access background knowledge on both the discourse and myself. This insight inspired me to continue on in the profession. Without silence, dialogue would have nothing from which to grow. Reflecting on my first few weeks studying education in 2012, I remember spending much of my class time in silence. Most classes were structured very much like a Socratic seminar, but feeling so unfamiliar with the material, I was far too intimidated to speak. Listening to the professors and many of my veteran-teacher peers going on about this pedagogical practice or that, I remember thinking to myself, “peda-what?” I did not doubt my ability to learn this new discourse, but I needed a chance to absorb the language and theory being used. I needed to observe how my peers were relating the theories and ideas to their background knowledge and experiences, so that I could understand, not just how, but that I could also relate it to mine. This time of silent observation enabled me to learn how to relate the discourse to my own lived experience in order to create understanding. The professors knew my background and likely knew that I had a lot to absorb. Through this process, though I was always encouraged to join the dialogue, there was no great pressure to do so before I was ready.
I have been wrestling with the idea of using Socratic seminars as not only formative, but also summative assessment. Included in the rubric I have begun designing are the criteria of, “appropriate contributions to dialogue,” and, “encourages peers to join the conversation.” These are important skills, but not the only signs of “measurable” engagement. I know through reflecting on my experience in an unfamiliar academic world, to respect a student’s choice not to join the conversation. Silent observation should be as valued a communication skill as contributing abundantly. I need to keep this in mind for my practice, as for many students, too much pressure to contribute to the dialogue could lead "to the classroom no longer being a safe environment for children to take risks or reflect in silence” (Chesters, 2010). This counters the aim of the Socratic Dialogue. It is highly likely that many of my future students will find themselves in the same situation I was in during my first few weeks studying education. But, the key to that last statement, is that “they might just find themselves” as I found myself. Harro, B. (2010). The cycle of liberation. In M. Adams, W.J. Blumenfeld, C. Castaneda, H.W. Hackman, M.L. Peters, & X. Zuniga (Eds.). Readings for diversity and social justice (2nd Ed) (pp.52-58). New York: Routledge.
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AuthorMs. Rycroft is currently enrolled in the post bacc B.Ed. programme at Vancouver Island University. Archives
October 2018
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