Teaching for the Students: Habits of Heart, Mind, and Practice in the Engaged Classroom (2011)
by Bob Fecho
Chapter four strives to make teachers understand that tension is a part of the learning process. Furthermore, a dialogical classroom seeks to use this tension to its advantage by allowing students "...opportunities for insight into language, rhetoric, argumentation, and active listening" (p. 41). Although I wholeheartedly agree with the idea of a dialogical classroom and have actively tried to create such a classroom in my years of teaching, I feel very insecure about my abilities in providing an appropriate framework. It is very difficult not to use my power as a teacher to "set students straight" or comment on an offensive word or stance. How do I guide these tension-filled discussions while not interfering in such a way that my students will shut down? As I did in the previous chapters, I long for guidance from the author on how to effectively navigate the tense waters that develop in a classroom. Because the author hasn't provided any specific on framing classroom dialogue thus far, it is difficult for me to see how students will gain insight into rhetoric, for example.
Chapter five states "...you can't be worried that all will not go as planned. Frequently such is the case. What matters is what you do once some complexity arises in the classroom. From my stance, ignoring or minimizing the issue is rarely the most appropriate direction to take" (50). Again, I wholeheartedly agree with Fecho's statement above, but I am left wondering how to respond or re-direct a discussion when a complexity arises. I feel that knowing how to do this is crucial in establishing a dialogical classroom.
In chapter six, Fecho brings up a key point on classroom safety when exploring tension and complex ideas that may feel unsafe or risky to participants. He asserts that "...rather than keeping students safe from such discomfort, the dialogical teacher trusts the process to make it safe to experience such uncertainty" (56-57). This point really struck a chord in me and made me wobble a bit myself. I have always prided myself in making my classroom a safe environment for my students, a place where they can be themselves and expect to both give and receive respect from me and their peers. I reiterate this idea to them throughout the school year. I explain to them that through the course of the year they become my children whom I love. Consequently, I view them as brothers. Any hurtful words or actions they hurl against their brother hurts me as if they were saying or doing that directly to me. Over the years this has worked very well in terms of providing a bully-free classroom. Many students also feel comfortable confiding in me about issues they are going through in their academic and/or personal life and often seek my advice. However, I now wonder if this "safe from" environment that I have worked so hard to create is actually stifling class discussions. I find it difficult to get my students to participate in discussion, even if it's merely to present an opinion on a generic, relevant topic. I know that I am cautious during discussions and I know that they are, too. Perhaps I need to work on creating a "safe to" classroom instead.
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