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.
Most teachers begin the school year by asserting pre-made classroom rules and expectations. Socratic Seminar facilitators start the dialogue process by establishing norms or agreements with the group. Notice the vital difference in language.
Some facilitators even like to co-create the norms with the students so that there is little or no top-down feeling to the agreements made within the group. I have done this on many occasions and students always rise to the challenge when they are trusted to make such important decisions.
The Power of the Socratic Classroom
Teachers should begin by establishing specific conversation norms or agreements for what to do and also what not to do. Things to do: take turns, “listen with your eyes,” cite the text, ask questions, stay focused, and build upon what others have stated. Things not to do: raise hands, repeat what’s already been stated, interrupt others, engage in side conversations, and share irrelevant stories.