"...call for a reform of basic schooling in the United States to overcome the elitism of our school system from its beginning to the present day, and to replace it with a truly democratic system that aims not only to improve the quality of basic schooling in this country..." (Adler, 1984)(p.1)
- For the postings of this final book, I am going to change the way that I have posted my "blog posts." I am going to post my postings by the way the book is divided into "Parts" in the book. So, without further ado, I will begin with "Part I."
PART ONE:
Chapter One:
- It is in the very beginning of this book that I learned something that I did not know before. I discovered, from this book, as well as doing further research on the Internet, that in "1916, with the publication of John Dewey's Democracy and Education that the ideal of a democratic system of public schooling was first broached by a leading educator. In Dewey's view, all the children in our nascent democratic society have the same destiny and, therefore, should be accorded the same quality of schooling" (Adler, 1984)(p.2). I did not know who was responsible for the establishment of the ideal of "democratic schooling" in our nation, before reading this book, however, now I do.
- It is in my opinion, however, that we have strayed from the next statement that I am going to quote Dewey of stating. According to Dewey, "All children, ... are destined for leisure and learning as well as for labor. All have the same three elements in their futures: the demands for work, the duties of citizenship, and the obligations of each individual to make the most of himself of herself that his or her capacities allow - to lead rich and fulfilling lives" (Adler, 1984)(p.2). I feel that because of the difficult economic times that today's children are being raised in, and with the opportunity for work being very low (low unemployment rates), that unless things start to turn around in our country's economic environment "the children" Dewey mentions will not be able to see this "destiny" that he claims they are "destined" to see.
- With that said, Chapter One in the book begins by discussing the importance of "keeping the lower levels and the upper levels separated." The main reasoning Adler and The Group gives for this is that the "upper levels" need to be taught using the Socratic Method of teaching, whereas in the "lower levels," the teachers teach in all three types of learning methods every day.
- Another noted importance is the fact The Group believes that it is important that "seminars" start being used in teaching immediately in school, from the lowest grade level to the highest grade level. Their reasoning for this is that "seminars" are conversations, instead of lectures. And, these, "... conversations are conducted in an orderly manner by the teacher who acts as a leader or moderator of the discussion" (Adler, 1984)(p.17). The "Socratic teachers" in these seminars ask leading questions, pursuing the answers given to them by asking more questions.
- There are 2 goals, when teaching using the "Socratic method,":
1. Primary Goal: to bring out & then clarify the ideas and issues that are raised by something that has been read or otherwise experienced jointly by the leader and the students
2. Secondary Goal: to make clear the book or work of art itself
- One last finding from Chapter One was the "Effective Ways "To Be" & "To Become" an Effective Seminar Leader
- "To Be" an effective seminar leader you should: "1) Ask a series of questions that defines the discussion & gives it a direction; 2) Examine/ query the answers by trying to draw out the reasons for them or the implications they have; and 3) Engage the participants in a 2-way talk with one another when the views they have advanced appear to be in conflict" (Adler, 1984)(p.23).
- "To Become" an effective seminar leader you should: "1)Practice under people who already have the good set of skills themselves; 2) Observe several, different types of seminars. Ask questions as to why this was done this way / that way, etc.; 3) Use technologies to assist you to find the conduct that you need to observe in seminars" (Adler, 1984)(p29).
Chapter Two:
- Emphasis in coaching is on the student getting his ideas to work accurately & then practicing the skill.
(Ex: Instead of telling a math student they are wrong & giving them the right answer, have them rework a problem step-by-step, so that they can "see" exactly "where" in the problem it is that they are making a mistake)
- Coaching Tips:
- Teacher must know the student - how he/she thinks, attacks a problem; use this to rearrange the room; put their desk next to teacher's desk while other students are working on "in-class work"
computer program can be a good "coach."
- Groups of students can be good coaches. EX: Teacher presents an individual's problem to the
entire group, ask the class what is wrong & how to solve it, in order to make it right.
2. Material of coaching is the student's work; the skill is displayed for the teacher to criticize.
This can help bring students who never talk "out of their shells."
3. Immediacy is crucial. Teachers must have time to correct student work thoroughly and
promptly.
4. Shrew criticism by the teacher is essential. Tell students WHY their answer was incorrect.
5. Different subjects at different levels require more or less coaching, and varying techniques.
6. Painful, usually boring, drill is necessary. ("Write it again.")
7. Coaching requires time and a class small enough so that a teacher can learn how each pupil's
mind works. (More likely to happen in elementary schools.)
Chapter Three:
- Didactic Instruction is either: 1) Written: eyes of readers; or 2) Oral: ears of listeners
- Didactic Instruction, "may be less informal, may occupy more or less of the class time, may rely more or less on written materials" (Adler, 1984)(p.49)
- "Didactic Instruction must be ACTIVE - teaching by telling, lecturing; students must be active, they must think as they listen, just as they must think as they read" (Adler, 1984)(p.51)
- "To elicit active listening, the oral presentation must attract and sustain attention. It will succeed only if students expect questioning by the teacher both in the same class period as the lecture and in later periods. The subject matter is never 'over and done with'" (Adler, 1984)(p.51).
- "Didactic teaching that is not accompanied by genuine conversation will always leave teachers in a state of ignorance about what, if anything, has been accomplished in the class hour" (Adler, 1984)(p.53)
References:
Adler, M. J. (1984). The Paideia Program. New York, NY: Collier Books - MacMillan Publishing Company.
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