In this post, I talked about a discussion that Stamatis led about Leslie’s interaction with the class as they negotiated ‘laws’ that connect force and energy. The E2 teachers were discussing what knowledge, skills, and dispositions that Leslie contributed to make the negotiation so successful.
Toward the end of the conversation, Stamatis contributed what felt to me to be his own perception of Leslie’s teaching. Take a look. (This episode is entitled ‘SV reflecting on LA’ and can be found in the original video ‘E2 110817 1333 L Mic 2’ at 1.48.30.)
Stamatis describes “this kind of teaching” (I think meaning Leslie's 'kind of teaching') as not only meaningful, transfer-able, and enduring, but also anxiety-inducing and messy. He also says that it is transferable because the process involves checking consistency with a multitude of physical scenarios.
So, my question is…to what extent, if at all, does Stamatis’ own instructional style affect his interpretation of Leslie’s?
Great question! Two thoughts:
ReplyDelete1) Our ability to connect with other people is predicated on our ability to get in their head. This "incarnational" model of empathy necessarily fuses SV and LA. SV cannot get rid of SV in his attempt to understand LA. Therefore, SV must impute motivations, thoughts, feelings onto LA from the only set of resources he truly has--his own.
2) From the sublime to the practical: In an attempt to make LA's example relevant to the teachers' future classroom practice, SV must (and did) acknowledge the difficulties (and not just the affordances) of LA's teaching.
A note to E1 scholars: Talking about LA's teaching--I invented a new unit of energy (the Leslie). It is equal to 1 Jewel.
I reread my post and realized that my statement, "Stamatis describes this kind of teaching...as not only meaningful...but also anxiety-inducing and messy," may have come across in a way that I didn't mean for it to. (I think it may come across as an "I can't believe Stamatis said this negative stuff..." when I meant it to be merely a contrastive statement - "Stamatis pointed out a series of things he perceived as good...and also some others that he perceives as difficult.") Sorry for any miscommunication on my part.
ReplyDeleteNow that I re-read it, I also realized that I assumed that you (SV) perceived this kind of teaching as anxiety-inducing and messy for STUDENTS. But perhaps you meant it was so for TEACHERS. Curious to know which.
I would say that it can be that way for both students and teachers.
ReplyDeleteI actually rarely experience anxiety when teaching in this style of inquiry; I do experience "messy."* My undergrad students, however, are another story - I get far more tears in office hours for the open-inquiry class than my more guided-inquiry class - and I'm getting better at managing that.
ReplyDelete* Which is surprising because I do think I am prone to anxiety - particularly in social situations. See Sam's description of introverts!
Which is not surprising because I am prone to be messy.
Hmmm...why is it, you think, that you get more tears in open-inquiry?
ReplyDeleteTears of joy? (no...)
ReplyDeleteI think it's mostly related to uncertainty over grading and whether or not they're being successful. I've tried to be better about commenting on successes (rather than right/wrong) and I think that helps.