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Fostering Authentic Relationships In The Transformative Classroom.

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Presentation on theme: "Fostering Authentic Relationships In The Transformative Classroom."— Presentation transcript:

1 Fostering Authentic Relationships In The Transformative Classroom

2 An authentic teacher makes self-reliance a part of his program. A man who really knows is like one of those powerful ships that patrol icy seas. Having immense strength in his prow, the ship breaks through an ice field, making a trail of open water for other ships to follow. But there is something else. A man of real knowledge does not aim to make followers out of his listeners. He shows them how to become icebreakers themselves. Vernon Howard - There is a Way Out (Forgive the gender specific language)

3 A five-faceted model of authenticity Cranton and Carusetta Having a strong self-awareness of who we are as teachers and as people 2. Being aware of the characteristics and preferences of learners and others, including how they are the same and different from our own 3. Developing a relationship with learners that fosters our own and their ability to be genuine and open 4. Being aware of the context and constraints of teaching and how these factors influence what we do and who we are 5. Engaging in critical reflection and critical self-reflection on practice so as to be aware of the assumptions and values we hold and where they originate New Directions for Adult and Continuing Education DOI: /ace

4 The Scholarship of Teaching as Science and as Art “… a good teacher is wise and possesses wisdom” “For a teacher can possess much knowledge but little wisdom.” “For a teacher can possess much knowledge but little wisdom.” CIPRIANO SILVA, (1998)

5 “Good teaching is both good science and fine art. Its beginning is not with the learner but with a philosophical encounter with the self.” “Who am I? Who ought I to be? Who ought I to be as a teacher?” CIPRIANO SILVA, (1998) The Scholarship of Teaching as Science and as Art

6 “The ongoing reflections that I weave regarding these questions creates the tapestry and landscape of my teaching science and art. Thus, who I am greatly affects and reflects the quality and outcomes of my teaching.” CIPRIANO SILVA, (1998) The Scholarship of Teaching as Science and as Art

7 Then said a teacher, speak to us of Teaching. And he said... If [the teacher] is indeed wise He does not bid you enter the house of his wisdom, But rather leads you to the threshold of your own mind. Kahlil Gibran

8 Differentiating “what “ from “how” … the ”what” “Who I am forces me to differentiate my teaching "what" from my teaching "how." I view my teaching "what" as that part of my expert disciplinary knowledge that I choose to share with students … “ CIPRIANO SILVA, (1998)

9 Differentiating “what “ from “how” … the ”what” “I consider it neither possible nor prudent to share all I know about a subject. To do so is to aggrandize myself and to belittle and rob the student of the joy and wonder of learning … “ CIPRIANO SILVA, (1998)

10 Differentiating “what “ from “how” … the ”what” “I am but a sharer of knowledge and, when necessary, a slayer of inaccurate and outdated knowledge, but never a hoarder or a prisoner of it … “ CIPRIANO SILVA, (1998)

11 Differentiating “what “ from “how” … the ”what” “To know what to teach, then, is not a matter of knowledge but of wisdom. Teaching less is often far wiser than teaching more. “ CIPRIANO SILVA, (1998)

12 Differentiating “what “ from “how” … the ”how” “My teaching "how" is about transformation; that is, how I transform the knowledge I wish to share and the knowledge students wish to learn into an empowering learning environment. “ CIPRIANO SILVA, (1998)

13 The scholarship of teaching and transformation “This transformation is critical to the scholarship of teaching and learning and includes, among other traits …” … think of some words beginning with “C” to describe aspects of scholarly, transformational teaching and learning. CIPRIANO SILVA, (1998)

14 The scholarship of teaching and transformation creativity, critical thinking, caring,critiquing,clarity,collaboration,commitment,communication, confidence,cultivation,curiosity,community, curriculum reform, cumulative knowledge building/revisioning, and continuous life- long learning and continuous life- long learning CIPRIANO SILVA, (1998)

15 The scholarship of teaching and transformation Can we add any more …? cultural awareness

16 The scholarship of teaching & transformation Mary Cipriano Silva, RN, PhD, FAAN Accessed 13/2/08


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