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.
Students need practice! Luckily, curiosity and wonder can be developed about anything at all. Quality follows quantity.
The Power of the Socratic Classroom
Because seminars are meant to be engaging conversations, questions are absolutely vital. It is often much easier to respond to a question than it is to a statement, and many shy students find it easier to participate by asking a question than sharing an opinion. When the students prepare a text, always have them generate questions. This process will also create more interest in the topic or text because the students will tap into their own curiosity. In the beginning, push for quantity so that students can practice asking questions, and later focus on the quality of those questions. The quantity helps students develop fluid thinking habits and the quality helps them better engage with the material.