These findings demonstrate the efficacy of not only allowing students to go beyond the stereotypical teacher-student classroom dynamic of "the teacher is only someone who tells us what to do," but also encourages their participation in building the very environment that is most conducive to learning; one where familiarity with their teacher is the norm. The findings urge teachers to go beyond simply giving students attention and support during the few moments they have with them each day. Whether or not students take advantage of this time teachers are willing to give them is inconsequential, what is paramount is that students are aware this avenue of communication and trust is available.
Going into specific detail about the dialectical journals, giving students freedom, or a teacher’s conception of “freedom”, as I discovered with the implementation of phase 2 may still contain too much ambiguity for a 6th grader to pursue meaningful conversation. However, while too much vagueness for others a relaxed structure of discussion topics is sometimes enough to encourage students to respond meaningfully. The existence of an opportunity for regular communication that a teacher hands to students with the intention of encouraging them to respond may close the gap of distance students might feel exists between them and their teacher.
My second finding that writing and sharing with my students increased their participation and expectations as well as encouraged a sense community is key to promoting a less stressful and engaging classroom. The act of writing with my students enabled them to see a manner in which their voice of concern or agreement with the class can directly lead to an adaptation of the learning material presented to them. Their appreciation of my shared responses also led to a sort of trust as they began to see me as more of a person than simply a teacher. They in turn began to respond in a more creative manner, often attempting humor and becoming aware of their own voices based on my laughter.
Perhaps most important finding: An increase in comfort and trust between me and my students lead to a “Spiral of Learning,” should be considered an “ultimate goal” for teachers intent upon increasing the quality of their students’ productivity and grades. Teachers who tend toward a strict hierarchical approach to learning where the teacher is at the top and only there to "teach" often ignore the importance of students’ voices when dealing with daily school concerns (Cox, 1997), inside or outside the classroom. Consequently, students can quickly lose interest in the learning process as a whole as they are convinced their comments or concerns do not matter.
Teachers should treat the dialectical process with their students democratically if they are to encourage a comfortable environment that promotes trust. The comfort and openness of discourse of this nature lends itself, as it did in my classroom, to a communal and holistic effort to change the learning atmosphere from a requirement to an opportunity. Teachers can use their growing familiarity with their students to in turn facilitate new ideas to address student interests and needs. As student needs are met, they will be more responsive to the teacher’s suggestions and possibly to those of their peers if they decide to share with them the same openness they have shown me.
Going into specific detail about the dialectical journals, giving students freedom, or a teacher’s conception of “freedom”, as I discovered with the implementation of phase 2 may still contain too much ambiguity for a 6th grader to pursue meaningful conversation. However, while too much vagueness for others a relaxed structure of discussion topics is sometimes enough to encourage students to respond meaningfully. The existence of an opportunity for regular communication that a teacher hands to students with the intention of encouraging them to respond may close the gap of distance students might feel exists between them and their teacher.
My second finding that writing and sharing with my students increased their participation and expectations as well as encouraged a sense community is key to promoting a less stressful and engaging classroom. The act of writing with my students enabled them to see a manner in which their voice of concern or agreement with the class can directly lead to an adaptation of the learning material presented to them. Their appreciation of my shared responses also led to a sort of trust as they began to see me as more of a person than simply a teacher. They in turn began to respond in a more creative manner, often attempting humor and becoming aware of their own voices based on my laughter.
Perhaps most important finding: An increase in comfort and trust between me and my students lead to a “Spiral of Learning,” should be considered an “ultimate goal” for teachers intent upon increasing the quality of their students’ productivity and grades. Teachers who tend toward a strict hierarchical approach to learning where the teacher is at the top and only there to "teach" often ignore the importance of students’ voices when dealing with daily school concerns (Cox, 1997), inside or outside the classroom. Consequently, students can quickly lose interest in the learning process as a whole as they are convinced their comments or concerns do not matter.
Teachers should treat the dialectical process with their students democratically if they are to encourage a comfortable environment that promotes trust. The comfort and openness of discourse of this nature lends itself, as it did in my classroom, to a communal and holistic effort to change the learning atmosphere from a requirement to an opportunity. Teachers can use their growing familiarity with their students to in turn facilitate new ideas to address student interests and needs. As student needs are met, they will be more responsive to the teacher’s suggestions and possibly to those of their peers if they decide to share with them the same openness they have shown me.