When you find something that works you tend to stick with it. Sometimes it is simply patterned behavior…no big surprise there. But these patterned practices can also become scripted thinking routines…entrenched in teaching and learning, almost to the point where we don’t question…its just accepted as obvious…its what we do.
We see this in simple ways, students (children & adults) who sit in the same place – all the time – and with teachers who do that same go-to activity year after year. We are comfortable with the routine and the predictable. its not that there is inherently anything bad with routine, but I think it can prevent us from thinking about something new, or trying a new practice – in essence – to sit somewhere else. A change of perspective can be healthy.
So my questions:
Question 2: How can we “sit differently” to gain new perspectives on teaching and learning?
What I’m thinking about here are activities that get our brains to do something different than what we might be used to. Its like trying to brush your teeth with your non-dominant hand. Or walking backward through your house. What are some possible analogues that might help us to think different about teaching and learning? I realize I may really have oversimplified the issues here…but I’m wondering about what benefit we might gain from shifting the way we engage in routine teaching-learning behaviors.
What do you think?