Push children to identify as teachers distributes authority and experience in the classroom. When the teacher is the only one in the room with knowledge, there is a bottleneck. We will see a line of children on the teacher’s desk, waiting for the approach, correction or problem solving. This is not just lost time. It limits the independence and the agency of the students.
“As scientists, how should we handle this?”
To answer the question, Children, at least temporarily, have to imagine in that identity And I could choose to maintain the possibility of using that mantle. Note, again, how the statement that students are scientific (“as scientists”) is provided as (already agreed) instead of new information, which makes it less open to the dispute.
Only the identity label will not achieve everything that is needed, or course. We need to build an understanding of what scientists (or mathematicians or authors), how they speak and act. In a classroom, the teachers referred to themselves as “high -ranking researchers”, and sometimes children as “Tom researcher”, and began reiterating that “we are researchers, let’s do research.” When the children argued that the role of the teacher is to tell the children the answers, the answer was that “it is a characteristic of the researchers who try to answer the questions that I like.” The answer encourages the collective identity of a practice community, which “people like us” do things in this way. It also denies the framework presented by children that “we are traditional students and that you are a traditional teacher and we are doing school.” Answer, in effect, “I’m sorry, but you must be in the wrong theater. I don’t know those actors or that plot. This is how this script is going.” He states: “When I say that we are from now on in these conversations, this is the type of people I mean.”
Identities such as the researcher in a research community are an important achievement of schooling, but also a tool to shape the participation in the children’s classroom. These identities provide students with a sense of their responsibilities and reasonable ways of acting, particularly with each other and towards the object of study. Implicit in these identities are the notions of the community, since identity is linked to both affiliation and affiliation. In such classrooms, then, teachers are not only trying to teach them the subject. Rather, they are, as Ed Elbers express and read Streefland, “Mathematization: convert everyday problems into mathematical problems and use mathematics that evolve from thesis activities to solve realistic problems.” Learning Science, Writing, Mathematics, and thus, in this way, breaks the division between school and “the real world”, a division that limits the meaning and impact of children’s learning.
“What are you doing today as a writer?”
This consultation has several characteristics. First, frame what the student will do in terms of what writers do and invite a conversation about those terms instead of, for example, a student who does a task for the teacher. Secondly, again, presenting as “given” the statements that a) The student is a writer, who b) will do something that writers do, it is difficult to reject identity or action. They are not ready in discussion. The student has to say something like “[As a writer] I am investigating tigers for the book I am doing. “
The conversations starter insists on a commitment to a particular character (I, a writer) involved in a private narrative child (doing writing things). The student is gently pushed, well, very well, pushed, to rehearse a narrative with herself as a writer/protagonist, opening the possibility that the teacher elaborates the story with details and suggestions of the plot.
“I wonder if, as a writer, you are ready for this …”
This at the same time asks the child to think about learning in terms of development or maturity, and invites a desire to be seen as an enlarged maturity. He leans enough about the student to see herself as an author and collect the challenge glove. If she picks up the glove and overcomes the challenge, in the context of the teacher’s words it will be difficult for her to avoid composing a narrative about the challenge about the self-Outhor. Overcoming obstacles in this way provides a seductive invitation to adopt identity. If the teacher asks how he did it, he will rearticular the story, with herself as the successful protagonist.
“I bet you are proud or yourself.”
It feels good to be proud or achieve something. Feelings of pride can develop internal motivation in the future. But Pride is a difficult emotion to get attention Because it comes in two ways: authentic and tubristic. The hidden pride is the pride that hits the chest that or we see in athletic meetings. It has one side down. It is generally associated with aggressiveness, hostility and social anxiety. People with a sense of hubistic pride tend to be more interested in reducing others, obtaining a sense of superiority and mastering others to offer support. The feeling of authentic pride is associated with being creative and having a prosocial and community -oriented posture, and a good autostema. It is not surprising, it is or accompanied by a degree of popularity. So, if we are going to attract pride, we have to make sure it is the appropriate child of pride in the pride of strategically overcoming obstacles to achieving something challenging, pride of community -oriented prosocial behaviors, or in collaboration.
We avoid comments or situations that establish a feeling of hubistic pride, cheese that invite the interpersonal comparisons of Phaough and a sense of sum of zero sum, or simply through achievement itself, regardless of the fight. Instead, we focus on the invitation of pride in the process of achieving something positive. So, if we want to bill pride, we could add: “I bet you are proud of yourself [for not giving up on that project] ORPÍN [for helping your partner solve that problem]. “The idea is to build a narrative about the triumph over a problem, adversity or own limitations, instead of triumphing over other people. [valued process, strategy, struggle…]”, Affirms independence and an agent narrative. At the same time, it does not reduce value to the feeling that the teacher is also empathically proud of the child.
We want children to attend to the process and the agency that sacrifices, and we want children to build positive identities, recognizing their agency in that construction.
