This is a tale of people, teachers by trade, who were gathered at a round table. They were sharing stories of three educators that we could all learn from. That’s not quite true.
Because it was September 2021, and in Australia nobody was gathering anywhere as most people were in lockdown. The story sharing took place virtually, and from what we could see - most of the desks were rectangular, but the principle was the same.
We held a roundtable discussion, hosted by our own Greg O’Connor. He was joined by 4 pillars of Catholic Education in Australia. During the discussion they talked about three types of educators. Let’s call them the three wise teachers and get to know them a little better. Our panel referenced the work of Erica McWilliams - Teaching for creativity: from sage to guide to meddler.
When most of us went to school the format was pretty much the same, the teacher stood at the front of the classroom. They talked and we listened. The teacher was the sage on the stage.
This method of teaching assumes that students’ brains are like empty buckets, and the teacher just has to pour in the information - job done!
The students have a very passive role, the educating is being done to them, rather than with them.
However, this is not realistic, we live in flexible times. We need to be able to think for ourselves, produce and interpret knowledge rather than just reproduce it. The buckets contain information, not knowledge and the difference is very important.
When students have the opportunity to take the information and reconstruct it in personally meaningful ways, they are far more likely to remember it. They will also have the agility of thinking needed to take this learning and apply it to different situations. This is real knowledge. Students are thinking for themselves, and are at the centre of the learning process.
In this scenario the teacher is the guide who is there to support and guide the students as they learn.
The teacher still needs to provide the information, but they do this in a different way, making the students interact with the learning and do something with it. This is active learning in action.
Erica McWilliams says “The Meddler-in-the Middle does not rush to save students from the struggle that higher order thinking involves, by giving them either the answer or the template for finding it” - so we’re asking teachers to be less helpful?
Kind of, it means that sitting with confusion for a short time gives the opportunity to be creative and inventive. Necessity, as they say, is the mother of invention. Think of how satisfied you are with yourself when you figure something out, you have that eureka moment. We’re suggesting kids could use a bit of that too.
A meddler in the middle acknowledges that the class doesn’t have the answer and then takes the confusion and uses it.
This can be a great leveller for a class too, and can bring in learners from the margins of the class. Some students shine through ambiguity.