Monologic & Dialogic Practice

This post has been a long time coming. I've spent several weeks churning these thoughts over in my mind, noticing them in my practice and discussing them with those around me. 

During our teacher only day this term, we were presented with the concepts of dialogic and monologic teacher practice. Being a beginning teacher, and fresh off the university boat- these are familiar concepts to me. 

Monologic discourse is a one way discussion where students are dependent on the teacher to convey meaning, clarify understanding and channel 'learning' in a predetermined way. Dialogic practice encourages a discussion of thinking and learning, where teachers direct learning in a more co-constructive way. Teachers are both imparting knowledge, and receiving knowledge in a two way discussion with students who, in turn, are also part of this with other students. 

Learning is now a discussion, as opposed to an impartation of knowledge.

During university, the Socratic Method of questioning captured my imagination. Socratic questions are deeper level, probing questions, which encourage students to evaluate, synthesise and analyse to draw out deeper levels of thinking. Questioning, in essence to Socrates was the only effective form of teaching. This is also the essence of dialogic practice. As educators we need to talk with our students, not to them. 

I've been thinking a lot about my year 6's, as it's now 6 months through the year. I know, that during their intermediate years it's going to be foundational for them to learn self-motivation, self-management and self-regulation. It will be time for them to take their learning into their own hands. How can I, as their teacher, encourage them to do this?

One of our classroom values is self-management. Every Friday, for the majority of the day is self-management. Having been doing this for the larger part of 2 Terms, it still surprises me when students have zero clue, ask me basic site questions ("Miss, where is our reading activity for the week?", "Miss, what is our WALT again?") or try to open up and work on documents from weeks ago. 

Part of these problems have motivated me to find simpler ways to navigate the site for students- especially the year 5's. But I also believe there is something greater going on. 

I believe it is both a cultural and social norm to view the teacher as the all knowing being. We know everything, and if you want to learn you better shut up and listen to what we tell you- because whatever we say, is truth. 

I often tell my students, "I don't know...do I have a sign on my forehead saying 'I know everything'", which they love to respond to with "yes". But they're often, despite my best efforts, deferring their decision making onto me. Even if the steps for learning or the activities expected are explicitly talked about.

Often, especially when you're busy and being interrupted, it is easy to answer their question so that you can both get back to what you're doing. But in light of trying to become more dialogic I've begun to ask other questions such as, "How can you find out? What do you think? Who could you ask that can also help you?"- in an attempt to take the onus of the 'problem' and reflect it back onto them.

I had a discussion with a student where they asked me what the WALT was. In my mind, due to (I believe) misguided teaching from university, there was only one WALT. The one that I specifically, and tastefully crafted in the lesson plan, the one which was beautifully written on the board and was even written in another colour so it would stand out! But then I thought to myself, why is there only one WALT. Yes, there was my overall intention for the lesson- but does it matter if what the student learns is not articulated verbatim to my WALT? Should a WALT be simply that, a lesson INTENTION. So I said to them, "What do you think it is? What did you learn today?"- to which they (thankfully) answered beautifully, and had totally captured the lesson intention. 

Ask them now, and I believe they better remember and have cemented their new knowledge, because instead of telling them (I am the monologic being who knows all), I entered a discussion with them. They became part of discussing learning, and are better off because of it.

"The only true wisdom, is in knowing you know nothing"- Socrates