I am fascinated by this idea of structure and what it means to be a “structured” teacher? I guess, for me the question is around the visibility or in-visibility of the structure. Clearly sometimes it is difficult to physically structure the environment and procedures - although those are crucial to manage. My question is about the transfer of the “invisible” structure. Mmm What do I mean? I think, listening to David in particular I became aware of the “inside-out-ness” of the structure How, what and the intentionality of what I project when I teach.
How deliberately am I pushing/pulling - inviting them into particular “learning space” of I (reflective) we (dyadic) or us (didactic or dialogical - plenary) How much of this can realistically be pre-planned or scripted and how?
No answers just questions - but maybe what stood out was some key words – respect/ empathy/ stricture and how to convey/communicate or facilitate it?
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