Saturday, February 15, 2014

Paralyzing Fear

        It is widely understood that actions speak much louder than words. It is also widely understood that a young mind is fully capable of picking up and reacting to many intricate subtleties from their environment. Think closely about what we are being forced to inadvertently teach our future minds.

        How can a teacher encourage students to be courageous in investigating and questioning important issues in the world around them, when we ourselves are discouraged and intimidated from investigating and questioning important issues in the world around us?

        How can we facilitate confidence, in our learners, to take risks, design, and implement plans to arrive at different outcomes and in turn attempt to make this world a better place, when the people they look up to are openly punished and defeated for exhibiting this natural response to growth?

        How do we empower our students to speak up for themselves and for others that are being taken advantage of, when we ourselves are powerless with such virtues?

        How can we facilitate hopefulness when what we are forced to model is hopelessness?

        How do we convince learners that they have a voice in this world when we are constantly chastised, defamed, harassed, and muzzled when we say something different from what “our leaders” expect us to say?

        How do we facilitate unique, creative, innovative thinkers when we are shackled into conformity and toxic complacency?

        How do we teach students that “with great power comes great responsibility” (Voltaire), when people entrusted with power (a) flauntingly abuse it, (b) are immune to challenges, (c) are reinforced and strengthened with rewards?

        How do we facilitate the notion that as a leader you should be respected instead of feared?

        How do we facilitate the notion that abuse is not to be ignored but instead responsibly addressed?

        Now ask yourselves, are we going to continue to allow people to mold education to fit the interests of those in control?

How is that for Domain 3b of the Danielson Framework for Teaching? J Thank you.