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Charles Ames Fischer
a book bubble about
The Power of the Socratic Classroom
Education & Reference
Author Insight
Reflective Practice
I have often said over the years that shifting to the role of facilitator is some of the best professional development. It's probably more true now than ever. This is because teachers can create that all-important reflective thinking work that will improve their practices. Most often this is in the form of reflecting with students after each seminar and getting crucial feedback. What worked well? What could we improve? With several classes answering those questions, teachers can begin to pull together the "wisdom of crowds" in order to make the processes better for everyone.
Book Excerpt
The Power of the Socratic Classroom
Many teachers and researchers talk about reflective practice, and how important it is, but the reality is that teachers are extremely busy. A teacher’s “free time” is often a matter of correcting papers and tests, wolfing down lunch, attending to duties, making copies, and preparing for the next class period. There is often little or no time to reflect on pedagogy, not to mention on a detailed basis for each student. That vital reflection time can be built into the school day during seminar.
Adopting the role of facilitator will provide some of the best teacher professional development in the form of “action research.” For beginning facilitators, the learning is often through trial-and-error. By trying a question out on their first-period class, and if it flops, trying a different question, those teachers eventually will understand which questions work universally and why.
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