Get out of the way!

PIA revisited

I have had an opportunity to do some experimentation with a class where the stakes are not particularly high. No one has to be able to pass a national test based on information in this class (they do in another class I teach).

I used to teach this class with someone who didn't subscribe to my PIA theory, so there were a lot of PIA assignments in the class. When you team teach, you can't just nix what another person wants to do. Besides, my teaching partner had been involved in the class longer than I had. I was the new comer. And, the class was okay in many respects. It just wasn't everything it could be and I think the PIA stuff really got in the way of people wanting to use the arts in teaching (using the arts to teach the regular curriculum is the subject of the class).

So, my teaching partner went onto bigger and better things and I got to ditch the PIA stuff. Beginning with the textbooks and quizzes.

What happens when you ditch stuff? Is it a party every day? Well, I just got back from a session of the class where we cooperatively planned the rest of the semester. They decided on their own to do what had been a big PIA assignment. The difference is, that if I assign it, it's a problem. If they choose to do it, then it's not a problem. So, they chose to learn.

I don't think we have to force people to learn. In fact, I don't think that force works at all in the learning process. Yes, as teachers we have the right to force people to do things, but when force is used, students become defensive instead of open learners.

There are plenty of external factors that students will face. For instance, my students will be teachers. They will have to pass several tests in this process and they will have to succeed at several field placements. I can force preparation for this or I can let them see the enormity of the undertaking and make plans for how they will learn the things they need to learn. If I force people, then I have to judge people. If I make known the external factors (what real life will be when college is done) then I am the advocate. I would much rather be an advocate than a person who forces people to do things. And, I think they will really learn.