On teaching practices and such

“Tell me and I forget, teach me and I may remember, involve me and I learn.” Benjamin Franklin

As educators, it is easy for us to fall back on many of the same practices that were used in school nearly three decades ago.  We easily shift into the roll of being the source of information versus that of being a resource.  We easily reflect on our own experiences, knowledge, and perspectives without providing the same opportunity for students to do the same.  Unmolding mindsThis being said, how then do we expect students to feel engaged and open to creative opportunities if we are focusing on us being the lead in the learning process and not our students?  It in reality, we cannot.

It is time that we shift from being a source of information to a resource of information. Boundless amounts of information are available at the finger tips of students thanks to technology at any given moment.  They can learn about the speed of a rocket or an odd bug in the Amazon with little support.  What we need to do is  “[develop] kids who are learners instead of trying to make sure they’re ‘learned’” based on the learning opportunities created on any given day of teaching. (Richardson, p. 14). We need to create a classroom environment that sparks creativity and interest in learning.  We need to promote inquiry and questioning of content.  In essence, we need to focus on integrating students into the learning process.

It is not our voices that need to be predominantly heard in the classroom, it is that our students. We need to begin to focus on their strengths, perspectives, identities, and most of all, their creative views.

How do you promote a stage for learners to shine and excel with you as a facilitator of learning?


Richardson, W. (2013). Students first, not stuff. Educational Leadership, 70(6), 10-14.

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2 Responses to On teaching practices and such

  1. Samira says:

    Allison, your contrast of words (ex. source vs. resource and learner vs. learned) is an effective way to illustrate the context we should be creating as educators and leaders. To respond to your question, I believe we need to seek from students often. If we provide them with the core of what is to be done, how they go about it should be up to them. This would be, essentially, the spirit of differentiated instruction. We have to hear from our students not as an additional thing to do if we have time or if we are ‘nice’ but as a foundational thing to do because this is how connections happen and make people want to learn.

    Liked by 1 person

    • fuisza says:

      Truly appreciate the notion of making student voice a part of the foundations of teaching, not just as an add on etc. We need to let go of our egos as educators, should such an ego exist, and bring forth a joy of co-learning within any educational setting.


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