Do You Have 21st-Century Skills to Help Your Students Succeed?
Do Your Students Have 21st-Century Skills to Think for Themselves?
The Power of the Socratic Classroom has the answers you are looking for—answers that will supply the strategies to show students how to succeed into the future. A future that has unknown products, unidentified jobs, and unanticipated challenges.
In Socratic Seminar, teachers shift to the role of facilitator, where they help their students develop the collaborative interpersonal skills, the critical and creative thinking skills, and the speaking and listening skills to face the upcoming challenges of the 21st century.
Charles Fischer has taught in public and private schools in a variety of settings, from rural Maine to inner city Atlanta. In the past 20 years, he has worked with a wide range of students from 4th grade to AP English and has been nominated for Teacher of the Year four times. He has his Master’s degree in Teaching & Learning from the University of Southern Maine, and received his B.A. in English Literature and Creative Writing from Binghamton University. His latest book, The Power of the Socratic Classroom, has won two awards, including the NIEA Best Education Book. His first novel, Beyond Infinity, won a 2014 Independent Publisher Book Award bronze medal (YA fiction). His areas of expertise are in Socratic Seminar, dialogue, listening, inquiry, and critical & creative thinking. He is currently working on a three book series focused on all of these territories.
I first heard this concept at an International Listening Association conference and I immediately fell in love with the idea. I haven't found a more succinct way to communicate to students exactly what their most fundamental job is during a Socratic Seminar - or any class for that matter!
The Power of the Socratic Classroom
Teach the term “interest management”—a term I first heard from Margarete Imhof—or something similar that will work for your students. Students should understand that they are responsible for the quality of the seminar, and that the quality is affected by their ability to participate. As facilitators, we can then get students more metacognitively aware by asking them questions like: “How are you managing your interest in this dialogue?” or “What are you doing to stay connected to the process?”