There is no shortage of passion in education. Teachers work tirelessly to meet the needs of their students, often sacrificing family time and resources in the process. Their commitment to discover new tools and techniques to make a difference for kids is one of the best untold stories in education.
At the same time, external pressures and conflicting mandates have created some very challenging conditions for teachers. I’ve noticed that all of these factors have perpetuated a rush of sorts.
Notably absent in the rush is a deeper dialog about pedagogy. Educators rush to new ideas in pursuit of different ways to inspire students, or just the opposite. We may rush to repeat the same routines that worked well in previous year(s). Whether we are rushing to bring new opportunities to our students, or confronted by the lure of efficiency that the status quo offers; pedagogy needs to play a more prominent role in the rush.
- Before we rush to [insert educational trend here] we need to reflect upon the purpose.
- Before we rush to [insert past-practice here] we need to consider a more relevant and connected pedagogy.
Communicating precisely what a connected pedagogy is (and is not) becomes vitally important to ensuring we’re rushing to the right (and relevant) things for our students. The short video below is a humorous take on what happens when we say the same thing, but understand it differently than others. Pedagogy is an example of a word that many educators use, but we all understand it differently.
I’ve identified four tenets of a connected pedagogy that will empower educators to do the difficult work they’ve dedicated their lives to. The tenets take the ambiguity out of the term “pedagogy” and illuminate a path that will cultivate skills for today’s learners. The blog posts that I’ve linked to each tenet are basic conversation starters.
When we prioritize purpose and rush to a relevant & connected pedagogy the work becomes more significant.