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.
When a text has a moral at the end, especially one that is a succinct summary, then it may take away from the thinking process. I often take the morals off texts and have students create their own morals. I don't usually share the original moral unless specific students ask about it. I find that students judge themselves on how well their morals seem to be in line with the original. It can ruin their thinking skills and their confidence, especially when they have crafted a viable moral, but reject it once they compare it with what the author wrote. This comparison ruins the general idea that there should be multiple right answers to any complex thinking process.
The Power of the Socratic Classroom
Most importantly, the text should have no obvious right or wrong answer or concept, such as a moral. This is so that the dialogue will be genuine inquiry and investigation, rather than an exercise in arriving at the “right” answer. If the text has a moral, such as one of Aesop’s fables, or an overly conclusive summary, remove that part of the text so that the students can draw their own morals and conclusions. Be careful about sharing the actual moral, since the students will evaluate themselves on their accuracy.