Thoughts cont.

Do you follow the child or is the child following you. Do you support the child’s personal development or is the child following your ideal thought of development ?

Do you help the child to be able to help him/herself or do you help the child to help to maintain the inflicted standards?

What is the aim of education? What does one want to achieve? How can we help to give children the ability to be critical, questioning and solution finders?

What do we do and what do we give to them, pass on and help them to build a solid foundation to be able and confident enough to survive in this world?

What is it what we do…?

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3 Comments on “Thoughts cont.

  1. “Do you follow the child or is the child following you?” This is an important question to ask Christoph. Each of us write our own story as we individually respond to living it. Our responses come from who we are and the way we are, and yet, can shape our personal unconscious and affect our “collective unconscious” (Jung). Our identity is a paradoxical revelation. Our brain patterns our formed by our own unique experiences.  Rudolph Flesch argued that this is why it is pointless to ever argue with anyone.
    Biography is psychology. I come in and out of my own stories within the context of what Murray refers to as my authentic “awareness-surprise-response” to life.  My interaction with reality based characters, conflicts and underlying connections within my own humanity.  It is a reality based learning or kind of “envisionment building” (Lenger) with my own identity story.

  2. What I call “creative pedagogy” is to listen, to reflect, to resist control, to release control, to see students, to change directions, to make curricula. I grafted some of these ideas from my Creative Pedagogy: Changing Directions weekly response paper (which I submitted at the beginning of the term) as I watched young children draw and build paper models of what they would write. I heard them speaking aloud what they might say on the page before they wrote. I call this act “flow engineering”. I began articulating the concept that ideas are primary, then form as students stay in the “flow” (Bhaktin). How could my student’s ideas shape my teaching writing?

  3. “Write what you say, say what you write: use your own voice,” cont.

    Christoph wrote: “Do you follow the child or is the child following you?”

    My reply: “If the teacher is nice then you can have more fun doing things you want. If the teacher is mean then you gotta do what the teacher tells you!” A student said this to me while talking about the differences between a teacher’s rules and how a student’s behavior changes under these two types of teaching styles. So the direction of a student’s behavior depends on the direction of the teacher’s behavior. My first goal, here, is to zoom into this sphere of recursive influence that can set the stage for behavior intervention planning within a ‘creative pedagogy’ context, while keeping a circular vision for making free learning spaces within a creative curriculum.

    I use the central metaphor of what I call, ‘creative constructivism’. I often say a definition of ‘creative pedagogy’ is to collect pre-curricular variety and choices when encountering the unpredictable nature of a child’s inner world; to reflect non-linearly, look for his/her random circular choices, follow his/her lead and spin out his/her ideas. However, if ‘to collect’ is a strange and unfamiliar journey for you, I hope I can help make the road less traveled a more familiar path.

    ‘Dylan is socializing, not writing’, my inner censor pokes me! My inner voice dances in my head and says with a smile, ‘Wait! Socializing and emotional connections are okay!
    Teacher (me): Dylan can you tell me what you’re thinking about in your story?
    Dylan: He shows me a folded paper football in the shape of a triangle, taped to the top of his paper. Brief writing descriptions and captions are sketched out on his paper.
    Teacher (me): Okay, can you tell me your story?
    Dylan: We fold it like an angle. But it’s hard to draw and explain. Cause you take it and fold it diagonally.
    Teacher (me): I transcribed what I heard him tell me onto paper. Then I showed him, his words. These are your words that I wrote down here. You can cut out these words and tape (or glue) them into your storyboard or copy them in your own handwriting into your story.

    Changing Directions Again
    I use my ‘voice signature’ technique. I draw a picture of Dylan’s paper football on the white board and write his dialogue next to the picture: “We fold it like an angle. But it’s hard to draw and explain. Cause you take it and fold it diagonally.” Write what you say and tell what you write or ‘tell what you write and write what you say’. Use your own voice. Retell your story to me in your own voice!

    Changing Directions Again and Again
    Retell your story to a reading buddy. retell your story to Mr. S. Retell and/or perform your story to all of us with your reading buddy beside you. Ask your buddy to retell your story with all of us. We will help you. What do all of us remember about Dylan’s story?

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