"Students enter school as question marks and graduate as periods." (Neal Postman)

     Although I found myself, at times, mixing up extended citations with general text; alarmed that some people actually believe students of the technology age are half-wits and doomed; and wondering, amongst the pages-long lead-in, where on Earth the thesis was, I enjoyed the introduction and am eager to read on for the fish and potatoes (I don't eat meat) of this curricular quest-ioning! I love how Burke began with the foundational thinking of Socrates; what a wonderful way to begin a text on modern teaching by connecting it to its intellectual roots. He cited that it is a "means of using. . . a systematic process for examining the ideas, questions, and answers that form the basis of human belief," and that ". . . thought itself is a continuous thread woven through our lives rather than isolated sets of questions and answers." Good stuff. And it's nice to know that there are still people who not only believe this in their heart, but teach by this philosophy. I don't feel like such a black sheep anymore! And, already, I'm pretty much infatuated with this guy.

     He mentions the importance and necessity of questioning, and its rightful place at the heart of teaching. He reminds readers of maintaining high standards and challenge through inquiry, as well, and how important these are for student success in, outside of, and beyond the classroom. Burke also talks about what true inquiry looks like and results in, how big of a role it can play in the preparation for college, and even as students search for their own, personal "Why?", wondering where on Earth they fit and the point of it all. . . Basically, this questioning stuff is a pretty big deal. It's linked to overall happiness, success in other subjects, and a well-rounded, learning-loving, out-of-this-world professional in ANYTHING! And it all begins with is thought, curiosity, and a teacher to help lead the way. I'm intrigued.
    
     But, if I may. . . What semi-bothered me was the picture Burke painted - rather, used the disdaining words of Mark Bauerlein to illustrate - of today's youth. I'll begin with a quote:

The children now love luxury. They have bad manners, contempt for authority, they show disrespect for their elders. . . They no longer rise when elders enter the room. They contradict their parents, chatter before company, gobble up dainties at the table, cross their legs, and are tyrants over their teachers.

This was written and expressed by Aristotle. Yeah - that long ago. The point I'm eluding to is that kids, and the way their "wiser," older counterparts view them, has not, and probably will not change - in the "big picture" kind of sense. I'm not so sure how much I liked the reference to students "nowadays" being pretty much rotten, doomed, and not giving two poops about learning. Not true. Not true at all. Things have changed, yes, but have children, deep, deep down, really changed all that much? Or is that just the old man or woman inside of us trying to lecture their way out? I get that voice in my head sometimes, too, but I refuse to look down on children and believe they are "worse" than their predecessors. Or that they are doomed to learn or grow. If anything, wouldn't any worsening be their predecessors fault, since they are the example? Anyway, my point is, adapt. If they overuse their cell phones, drag the devices into the questioning. If they'd rather talk with friends, invite them in on the discussion-action! And if they don't seem interested, give them choices. Ask them. And don't label them as a problem before trying to understand them. Question them, prompt them, encourage them, love them, inspire them, CHALLENGE THEM! Try them - they might just surprise you.

   I don't know everything, and I sure hope I don't come off that way. I'm not saying using cell phones in a lesson will do the trick, but what I am saying is keep the open mind you want your students to have also. Although I am still very much enjoying Burke's book and look forward to more insight, I think we need to question ourselves before our students. Are we going to truly question them, and learn ourselves, or continue to ask them the questions that confirm our own beliefs? They don't have to be doomed with our help. The glass is half full, friends!


:)

I'll be foreward. . .

     I haven't even begun the body of the text itself and I am tickled pink with excitement! I'll try to help illustrate this excitement by describing an experience I had just today. . .

I was doing the usual - tutoring ninth grade students (since it was an Orange day) in their AVID elective since I was not assigned to substitute a classroom at that particular time. I do, however, act as second teacher on many occasions since I am their exclusive sub and since the teacher likes to put me in charge when she needs a break. Understandable. Anyway, if you don't know, AVID stands for Advancement Via Individual Determination, and is a college-readiness/academic elective that helps build character and model students; supports at-risk/low-income students in their collegiate endeavors; and has an in-depth, systematic, and collaborative tutoring component, helping build classroom community, encourage in-depth inquiry, and practice self-teaching skills. To say the least! Well, it began like any other tutorial session; continuously prompting students to get their notebooks out, stay seated, and gear up for learning. I'm not sure how it happened, but I found myself playing around with them, cracking jokes, and laughing until I had tears streaming! I felt like the worst tutor ever - I thought the teacher was going to lecture me after class! My four kiddos and I managed to get through the session, but I was skeptical of the TRF (Tutorial Reference Sheet) results. . . They were the best I had seen all year! I couldn't believe my teary eyes! But I thought back to the lesson - yes, we were laughing, joking, and even watching some student try and make up his own math problem, but we got it done. But not just that - the students EXCEEDED expectations and past experiences. This is why I got so excited reading the foreward; Arthur Applebee explained that there are people, namely the author, Jim Burke, who truly care about the quest and questioning of learning, and having fun in the process. And not only that, but that it SHOULD be!

     I want everyday to feel like today did; laughing, joking, LEARNING, and laughing some more. I am very much looking "foreword" ::wink wink:: to this book, because Burke is described as a man who carries the experience of a teacher (sympathizing with the challenges of teaching and writing with that in mind), the wisdom of a novice professor, and, yet, the inquiry of a child. I am just so very glad and relieved that I chose this book! I believe so very much in the art of motivation, and I truly believe that a love of learning is inherent within every soul; just, unfortunately, not always drawn out or utilized. I can see from my post and feel under my skin my high expectations for this book - I will keep that in mind as I read and blog along. But, I am thrilled to read:

It is impossible to leave Jim's book saying, "but kids can't really do that," and equally hard to leave it wondering just where to start, because Jim gives teachers everything they need to begin this journey on their own.


:)



P.S.
I am happy to report that the student who made up his own math problem (trying to avoid being caught for being unprepared!) actually had the most successful tutorial! Upon realizing his mathematical flaws - which took much attention and intent for the students to notice in the first place - the students were actually coming up with numbers and equations that would work for the problem! Unbelievable. Learning. Love it.