Teaching tips from the verge

It’s really, really hard to write resources for inquiry-based teaching – it’s hard to even think about how to write them.  It’s easy (or at least easier) to write reflections, questions, wonderings, and documentation of that teaching and learning but resources, in the way we traditionally think of them… that’s tough.  This way of teaching (or not teaching, as it sometimes appears) resists the consumerist bent of our culture.  It is impossible to sound-bite.  It does not reduce well and it is so individual that every person’s path will be quite different.  We want that individualism, that diversity – we don’t want to teacher-proof this.  Who we are matters and that can be very empowering, especially when so much of education leans toward soul-crushing standardization.  So, I can tell you about an inquiry my students have worked on but that doesn’t create a plan for an inquiry you might do – you and your class have to walk that path on your own.

As Rabbi Abraham Joshua Heschel wrote:

The teacher is not an automatic fountain from which intellectual beverages may be obtained. He is either a witness or a stranger. To guide a pupil into the promised land, he must have been there himself. When asking himself: Do I stand for what I teach? Do I believe what I say? He must be able to answer in the affirmative. What we need more than anything else is not “textbooks” but “textpeople.” It is the personality of the teacher which is the text that the pupils read; the text that they will never forget.

Teaching becomes, on purpose, a much more intellectual act than it has often been.  We have to think hard about what we’re doing and we can’t follow a prescriptive lesson plan.  Play isn’t prescribed.  It is an improvisation, a never-ending work-in-progress, a call and response dance that demands that we be active listeners and observers, deeply in relationship with children, bringing our whole selves to the table and asking them to do the same.  This is a stance, a paradigm, a perspective – it’s not a list of activities.

The process reminds me very much of contact improvisation.

So… I’m afraid I don’t have a lot of teaching tips from the verge – I hope that’s okay.

But, to make this blog visit worthwhile, here’s one for your trouble.

When you’re introducing natural clay in the classroom (and you should, it’s wonderful), use small canvases that you can get at the dollar store as workspaces.  Students can work with the clay inside the canvas.  It absorbs the moisture, the clay doesn’t stick, and you avoid the ire of your school custodian by keeping the clay off the tables.

girl handbuilding a mug with clay

Have a messy day – the best kind!

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