Welcome to Student-Centered Learning Thailand
LONG LIVE THE KING!
To provide a center of discussion , information and planning for 21st Century education reform in Thailand that will lead to a unity of purpose and action among Thai and international educators to realize the goals set forth in the National Education Act of B.E. 2542 (1999).
At the heart of this National Education Act B.E. 2542 (1999) is a move toward student-centered learning and a student-centered classroom. Specifically, Section 24 of the Education Act outlines what must be done to improve education performance : 1. arranging learning in line with the students’ interests , aptitudes and individual differences ;2. training students in thinking abilities, especially critical thinking; 3.organizing learning activities that draw from authentic experiences; and 4. promoting situations where learners and teachers learn together.
In addition to addressing these key issues of education reform in Thailand , indeed in international education, we also focus our attention and resources on the goal of promoting Thai teachers to reach their potential as skilled teachers using teaching methods that engage their students with the result that students love to learn through self discovery.
ยินดีต้อนรับสู่ Student-Centered Learning ประเทศไทย
เพื่อสร้างศูนย์ข้อมูล การแลกเปลี่ยนข้อคิดเห็นและวางแผนสำหรับการปฏิรูปการศึกษาของประเทศไทยในศตวรรษที่ 21 อันจะนำไปสู่การปฏิบัติอันเป็นไปในทิศทางเดียวกันของนักการศึกษาไทยและต่างประเทศเพื่อให้บรรลุเป้าหมายที่กำหนดไว้ในพระราชบัญญัติการศึกษาแห่งชาติ พ.ศ. 2542 (1999)
ใจความสำคัญของพระราชบัญญัตินี้คือการมุ่งไปสู่การเรียนรู้และการเรียนการสอนในห้องเรียนโดยมีนักเรียนเป็นศูนย์กลาง โดยเฉพาะอย่างยิ่งมาตรา 24 ที่กำหนดถึงสิ่งที่ต้องทำเพื่อพัฒนาประสิทธิภาพของการศึกษาไทยคือ : 1. จัดการศึกษาให้สอดคล้องกับความสนใจ, ความถนัดที่แตกต่างกันของนักเรียนแต่ละคน; 2. อบรมนักเรียนให้มีความสามารถในการคิดวิเคราะห์ด้วยตนเอง; 3. จัดกิจกรรมการเรียนรู้จากประสบการณ์จริง; และ 4. ส่งเสริมการเรียนการสอนที่ครูและนักเรียนได้เรียนรู้ร่วมกัน
DO YOU UNDERSTAND?
Ms Ellen Cornish and Dr Don Jordan
‘The biggest communication problem is we don’t listen to understand, we listen to reply’. (Source unknown)
How often have you given a lecture or lesson and checked for understanding during the session by asking: ‘Any questions?’, ‘Did you get that? ‘Does everybody understand? ‘Does that make sense? Teachers often allow one or two confident students who respond to such questions, to speak for the rest of the class, and accept these responses as evidence that the whole class has understood the concept or idea being developed by the teacher. The teacher will then make a decision about where to move to in the next part of the lesson or series of lessons.. As teachers, even if we select students at random to answer a question, we might select a student for which the question is either too easy or too hard.
We know that less confident students will sit quietly, but we don’t know whether they understand or not, or whether they are too shy to say anything in case they show their lack of understanding in front of their classmates.
Teachers rarely go into a lesson with a plan of the questions they might ask as part of the teaching and learning process, even though questioning and discussion are key aspects of good pedagogy.
Too often, classroom discussion only involves the most confident students, ignores the majority of those not volunteering to participate, and relies on prompts and questions that we don’t plan in advance.
Questions are an important way to check for understanding, so it is important to ensure that questions engage students in deeper thinking, not just prompts for them to recall information that they have read or have been told.
By planning questions, teachers can ensure they are tapping into deep issues of learning. One way to make a question suitable for all students is to ask the question at a number of different levels either orally or written. Well-crafted questions are an important way for teachers to determine what their students know, need to know and understand. 
One way to make certain that the questions we ask really engage students in creative and critical thinking is by developing questions that represent the range of knowledge that is taught in classrooms as well as the deeper understanding we are striving to achieve. The way to do this is to plan questions in advance.
Guiding questions to help teachers incorporate checking for understanding in their lesson planning include:
There are numerous questioning techniques; the most relevant in any learning setting will depend on the purpose and context of the lesson.
Previous SCLT authors have outlined important techniques that engage students in critical thinking through deep questioning.  Melvin Freestone (2012) discusses generative, focus and explorative questions.
Generative questions are gateways to inquiry; focus questions shape learning and explorative questions direct learning. Each type of question has a particular value, role and function in learning. When they are used in combination, they become powerful and empowering beyond words.
By way of analogy – generative questions paint the big picture, focus questions provide the colour and texture, and explorative questions give the detail. An artist looking at or creating a work of art sees the overall picture at the same time as the detail and nuance. (Freestone 2012)
 Greg Cairnduff (2014) discusses ‘Five powerful questions a teacher can ask to promote student thinking in the classroom’.
‘Teachers would agree that for inquiry to be alive and well in a classroom, amongst other things, the teacher needs to be expert at asking strategic questions, and not only asking well-designed ones, but ones that will also lead students to ask questions of their own’.
Keeping It Simple
Provide time for them to think, before requiring students to answer.
Fisher and Freya (2007) suggest a series of question stems that require students to reflect on and to explain their understanding. Suggestions include:
Bloom’s Taxonomy (1956), identified six levels of thinking, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation and creating. These levels of thinking are explained in an earlier SCLT article by Cornish / Jordan where we share our experience in using Bloom’s Taxonomy in our classroom teaching
Supporting Bloom’s six levels of learning are questioning stems that enable students to demonstrate their deeper understanding, from the simplest level, remembering, to higher order, creating and evaluating.
Bloom’s Taxonomy; Six levels of questioning.
Since March 2011, at the invitation of public and private sector education establishments, Ellen has focused on work with educators, post graduate students and teacher trainees in Thailand and Cambodia.
Since 2012 she has been co presenter been co presenter in an ongoing program to assist the development of skills in classroom strategies and teaching methodologies of staff and education students at Battambang University, Cambodia
Since 2014, she has been working with the Health Sciences Faculty at Puthisastra University, Phnom Penh, helping develop and teach units of work in the Graduate Certificate in Teaching Learning.
In Thailand, in 2011, she was involved as a co evaluator of the Mechai Pattana Secondary School in north eastern Thailand. She has co presented workshops for university staff and senior Education and PhD students in the Faculty of Education at Silpakorn University, since 2012.
Ellen has co-authored a number of articles for Student Centred Learning Thailand.
Dr Don W Jordan
Dr Don Jordan is an experienced educator, having taught in a number of schools in Tasmania, Australia. He is currently working with nurse educators at the Health Sciences Faculty, Puthisastra University Phnom Penh Cambodia, teaching units of work focussing on teaching and assessment strategies that promote critical thinking. Don is also working with education students at the University of Battambang, Cambodia, conducting workshops for staff and education students on classroom strategies and methodologies.
Fisher, D., & Frey, N. (2007) Checking for Understanding: Formative Assessment Techniques for Your Classroom. ASCD, Virginia, USA.
 Fisher and Frey 2007
 Melvin Freestone. SCLT, Oct. 2012. http://sclthailand.org/2012/10/questions-questions-questions-part-1/
 Greg Cairnduff. SCLT, Sept 2014. FIVE POWERFUL QUESTIONS A TEACHER CAN ASK TO PROMOTE STUDENT THINKING IN THE CLASSROOM. http://sclthailand.org/2014/09/five-powerful-questions/
Jurgen Zimmer, in this month’s article, “The Situational Approach in Didactics of Higher Education” makes a solid case for progressive education. There are many educational approaches encompassed under the rubric of progressive education and certainly the situational approach is pivotal. At SCLThailand the term student centered translates into many similar or identical approaches including not only the situational approach but also: brain-based learning; the inquiry method ; the discovery method ; experiential learning and learning by doing.
Professor Zimmer brings into sharp focus what teacher education has missed. The result of “missed lessons” is teachers continuing to rely on the lecture method. Research shows much more long term memory learning when students actually participate in the learning process. Professor Zimmer is the co-founder of the School for Life in Chiangmai, Thailand. The curriculum purpose of the school is to establish a situational approach to learning that will lead to students being prepared for life after the completion of high school and also make the school and the boarding of the students more and more self-reliant.
Taking inspiration from Professor Zimmer’s situational approach, it might be useful to give an overview of a learning project plan for students at the School for Life who are interested in coffee production and interested in using coffee as a gateway to learning how to be an entrepreneur. At each step in the process of empowering the students who join the coffee club, there will be problem solving based on knowledge gained followed by actual practice and then, reflection followed by action.
The first steps in the process of forming a coffee club at the School for Life have already started. Ms. Praewa, a coffee expert and coffee educator has introduced the art of coffee making to all the students of School for Life in three afternoon sessions during the month of November of 2014. The introduction was a hands- on experience on how to judge coffee bean quality and how to identify and select coffee beans; how coffee is harvested and how it is roasted; and finally how the barista makes the experience of coffee memorable to the end user in a café. Students thus begin to understand the importance of knowing coffee bean quality and what it takes to produce a quality coffee bean. They also begin to understand the importance of temperature and air flow in the coffee roasting process. And by the end of Ms. Praewa’s course the students begin to understand the importance of marketing and presentation of coffee. In sum, the three sessions Ms. Praewa lead are the hook used to capture the interest and enthusiasm of students who may wish to go on to join the coffee club.
The coffee club will continue to develop coffee making and entrepreneurial skills. Interested students will register their names with the head of school who, along with a committee of teachers, will choose a group of students, a mix of 25 boys and girls, to be members of the club based on their enthusiasm and grasp of the ideas and skills Ms. Praewa presented through hand-on experiences during the three day sessions on the art of coffee making. Once the coffee club is formed, advisors will be assigned and the coffee club will begin a mind -mapping exercise to decide what they already know about coffee; what further questions they need to ask about coffee and where they hope to get further information. The club will also do a mind mapping exercise on what they hope to achieve at the coffee club and how they will realize those objectives and what help they might need.
The club members will also have to decide how they will make decisions, how often they will meet, and how meetings will be managed. Readers of Professor Zimmer’s article may recognize that these mind-mapping exercises may well result in the coffee club students making their own situational analysis. Indeed, that is the hoped for result. Once the club has formed the questions that need to be answered and the skills they will need, the advisors and students will explore links with the knowledge and skills offered in the Ministry of Education curriculum. These links will probably lead to blended learning. For example, inevitably, the club will decide that they want to mount a small business. They will conclude that they have to have some way of tracking profits and losses. The need to learn certain math skills in order to do the accounting will be evident. Moreover, the students may decide it is worth learning a computer program like EXCEL to help them speed up the process of preparing financial statements.
After the club’s mind-mapping exercises, there will be a need for reflection. Are the objectives coming out of the mind-mapping exercise reasonable? Should the objectives be prioritized? What should be the time-frame? What resources are available? Where and how can other resources be found? Again, readers of Dr. Jurgen Zimmer’s article may recognize this provision for dialogue as an integral part of the situational approach. Out of the dialogue students will use their knowledge and skills to help “steer” their own development process. The advisors will help guide and coach the coffee club toward a common purpose and goal. The students will be learning in a wide variety of situations, i.e. by going to coffee factories, visiting coffee plantations and visiting cafes. Each experience will be recorded by each the students of the coffee club in personal student journals and then discussed in group meetings. What has been learned? How can we apply what we have learning to our situation in the School for Life?
We return now to the purpose of School for Life. The coffee club is in league with the school goal of preparing coffee club members to be innovative entrepreneurs. And the this project also mirrors the second goal of School for Life of self-reliance by establishing a coffee production center at the school where professional coffee experts help bring in revenue through coffee productions and sales. Peter J. Foley, Ed.D. http://www.SCLThailand.org http://www.foleyscoffee.com
Posted by: admin in: Uncategorized
by Jürgen Zimmer
Thirteen Theses and Commentaries
THE SITUATIONAL APPROACH:
IN A NUTSHELL
The situational approach has its origins in the educational reforms of the early 1970s in West Germany. Based on a critique of curriculum design in formal education, it initially stemmed from a much-publicized reform at an elementary level – in kindergartens. Back then, like today, a central question was how ideas about the future and imaginings of a world which is worth living in for all – children, young people and adults – can be realized.
The origins of the situational approach encompass the work of social critics such as Shaul B. Robinsohn, Paulo Freire, Siegfried Bernfeld and Ivan Illich. The consequences include not only extensive kindergarten reforms, but also community education, learning in projects, open teaching, promoting entrepreneurial spirit and UNESCO’s “Open Learning Community”.
Autonomy, competence and solidarity, the educational and developmental objectives of the situational approach, lead the design of educational and psychosocial fields of work with children, young people, families and communities. Business enterprises which feel a sense of duty to be part of the solution to global and local, environmental and social issues have integrated these objectives into their mission statement.
To shape the present and the future with self-determination and in solidarity with those who are weaker; to allow the potential of all members of an institution or a society to come into play, beyond old boundaries; to develop personal, social, factual and methodological competences in contradictory and challenging life situations – these are the targets, established through the situational approach for the development of social communities which are increasingly influenced by global processes.
In recent years, the situational approach has proven increasingly to be a universal principle of development: learning in real life, learning as a challenging adventure, open-ended learning, learning to stand on one’s own feet – these are the principles that are demanded by a plethora of social fields of action.
The further development of the approach was initially driven forward by kindergarten teachers, educationalists, psychologists and development workers. Over the years, the situational approach networked with other movements and set new priorities; new fields of application include intercultural education, the integration of people with disabilities, the alleviation of poverty through entrepreneurship education, psychosocial work in conflict areas, Youth and Adult Education. To date, the approach has spawned debates amongst urban planners, development workers, socially-oriented businesses and educational institutions around the world. It has also become clear that we cannot talk of “the” situation, because situations are always different, depending on whether they are in India, Brazil, South Africa, Italy or China.
1. For many teachers of higher education, training in didactical methodology is thin on the ground: it doesn’t exist.
As a result, the courses on offer are often characterized neither by a variety of methods nor by practical relevance to reality. Traditional lecture and seminar patterns dominate and theory is not followed by practice, nor is reflection followed by action. Knowledge gained in this way is easily forgotten because it is not connected with personal experiences.
2. New uniformity in the educational system threatens to cancel out diversity in forms of learning.
The increasing strangle hold by the rampant examination system is leading to the restoration of learning which is divorced from reality. Education is increasingly reduced to memorization for the next test, then forgetting what has been learned and memorizing again for the next test. This renewed ‘de-schooling’ of schools continues at university level and is further fueled by international comparative tests.
HIGHER EDUCATION DIDACTICS IN THE SITUATIONAL APPROACH
3. Situative and systematic learning cannot be separated from each other, but rather enable each other in alternation and are closely related
From 1986 to 1988, a broad-based Delphi survey on the development of education was conducted in the Federal Republic of Germany by the Ministry of Education and Science. Hundreds of experts were involved in multiple phases, and the results showed numerous similarities to the situational approach: the acquisition of skills for the development of problem-solving knowledge is seen as increasingly relevant – the situation approach helps in locating and weighing up these problems as well as in the provision of realistic settings and highly differentiated learning environments.
Increasingly, learning will take place through the alternation of formal and situational training. Problem-solving knowledge is becoming more important than pure knowledge. We will have to say goodbye to the canonization of knowledge into a fixed educational canon – the situational approach has long been building on exemplary situations, expressly renouncing the attempt to find the ‘timeless’ and transcultural.
For curriculum development as part of blended learning, it is important that developments and interventions in practice are in an alternating relationship to expounding theory, and that both are aligned to the respective key problem and serve to solve this problem. This reciprocal relationship is brought alive through its connection to the situation.
4. The situational approach respects neither the border between Humaniora and Realia, nor the boundaries of subjects and scientific disciplines.
In kindergartens, this means connecting social and subject-based learning. In the field of engineering education, building a bridge cannot simply be an architectural or structural matter – indeed, it takes place in a social, environmental and cultural context which is important to identify and consider with care.
Example: an interdisciplinary research group at the Max Planck Institute for Educational Development in Berlin examined two industrial companies with a chief interest in revising the didactics of mathematics teaching. The question was which mathematics-related skills mature people need to understand the processes of such a company with a critical consciousness. In this research group, mathematical, sociological, psychological, economic and educational science skills were represented. From the results of the situation analysis it was concluded that the most important knowledge is the ability to analyze pre-mathematic values and quantification processes which are controlled outside of mathematics. This insight would probably not arisen from a mono-disciplinary approach. The qualifications that can be formulated out of a situation like this are of a different kind all together than those which deal simply with “getting your sums right”.
5. Elements of the curriculum (modules) can develop out of key situations and problems.
The resulting four steps of situation-related curriculum development are:
• Exploration: identification and analysis of the situation
It is important that this is oriented towards an interest in gaining new insights and grounded in theory. The analysis can be carried out by the students themselves, through discourse with actors in the situation as well as through the acquisition of knowledge which is relevant to the situation and experiences from other sources.
• Decision: the determination of qualifications and objectives
Carrying out a situation analysis can help to ascertain which facts are relevant to qualification, providing pointers towards desirable skills and competencies that are useful for dealing with situations and their intrinsic problems. However, the situational approach is about more than just a subject-related qualification. It can open our eyes to what is desirable, to real utopias and to shaping situations anew. In the words of Ernst Bloch (“the Principle of Hope”): “We need the most powerful telescope, that of polished utopian consciousness, in order to penetrate precisely the nearest nearness.”
• Action: Interventions
People want to gain qualifications in order to make a difference. Inherent in this are both the competence and the intervention. This can be short and to the point or take the form, for example, of a project.
Example: The most famous project in American Progressive Education was reported by William Heard Kilpatrick. In the typhoid project, when two pupils from a farming family fell ill with typhoid, their school class investigated the reasons behind the outbreak on the farm, found out the causes, formulated recommendations to address these causes, and assisted the farmer in implementing these to ensure that typhoid did not break out again in the future.
• Reflection: evaluation and further perspectives
Questions inherent in an evaluation of the first three steps include the following: was the situation analysis sufficiently differentiated and were suitable theories formed? Were the objectives realistically formulated? Were the interventions really connected to the objectives? From any given situation, many bridges can be built to further situations and provoke never-ending learning processes.
Example 1: The swimming pool at the School For Life northeast of Chiang Mai (Thailand) was initially kept clean by an energy-intensive filter system. When the people heard about the theory of a “natural swimming pool”, they put small rice paddy fish and a few plants into the water and watched happily as the little fish – in contrast to goldfish – kept the water clean. At first there were more and more of them, but then their number started to decline again. Why? Small green water snakes were now cavorting in the pool and eating up the little fish. The children and adults decided to put larger fish in the pool instead of the small ones, so as to supply the kitchen. But then a cobra family with a particularly aggressive cobra mother moved to the water’s edge, and once again the fish were in trouble. Later, they tried microbiological methods, but no sooner had the water become clean, there was a small earthquake which cracked the base of the pool and out seeped the water… Have all these problems been resolved by now? No, but a lot has been learned.
Example 2: You can develop a curriculum from generative themes stemming from a company, city, region or country. The generative themes themselves, rather than the structure of a scientific discipline, shape the curriculum. In Nicaragua in 1986, a fourteen-day seminar was held with 60 members of the Ministerio de Educación in order to decide which generative themes would characterize the current situation in the country. All of them started with “falta de …”: lack of energy, lack of food, lack of spare parts, lack of medicine. Broken down into a university curriculum, this resulted in a subject or module on the theme of “the lack of spare parts and what can be done about it” and a project to address the recycling of a contrast fluid used in the only X-ray machine at Managua’s hospital, so as not to be dependent anymore on contrast fluid imported from Sweden at a high price. The subject “the lack of energy and what can be done about it” pointed the way to a rural area where there was no more firewood because of deforestation, and the attempt to build a biogas plant without being able to buy the necessary materials in the nearest store.
6. Interventions within the framework of the situational approach are dependent on the acceptance of the actors in the given situation.
Dialogue is one of the cornerstones of the situational approach. Teachers become fellow learners, students become co-researchers, the former objects of research become subjects who help steer the development process. If a department of a company which was highly innovative when initially founded loses its power of innovation over the years, and situation analysis has identified the problem areas with the participation of all stakeholders, ways out of the dilemma will be pursued, corrected and readjusted together. Adult education thereby becomes adult self-education, primarily. Students of the Carl Benz Academy might fail or get held up battling in new terrains, but failure also contains intensive learning when it is done at a high level, as Hermann Glaser (a gifted former Head of Cultural Affairs of the City of Nuremberg) once put it.
Example: In the tea plantations on the steep slopes of Darjeeling, one of the key problems is soil erosion, caused mainly by deforestation. Workshops attended by members of a university and tea plantation workers addressed the question as to which conditions would be necessary so that newly planted trees or bushes would not be cut down again after going to seed. The workers responded that the bushes trees could stay if they had another economic benefit, for example in connection with the breeding of silkworms or because edible mushrooms grow well under certain trees.
Counter-example: An expert from the developmental organization GTZ initiated the setting up of a Craft Chamber in the capital of a small African country, investing a large sum of money. As soon as he had gone, taking the source of the financial support with him, the Craft Chamber gave up the ghost.
7. The situational approach needs allies
If the inhabitants of a Brazilian village with the generative topic “water” wish to gain access to the river, but are frightened off by the private army of the large land owner whose disused land they have to cross, then they don’t take an active part in history, like the young Paulo Freire would have wished, but rather they fail upon meeting barriers that they cannot overcome alone, and their literacy teachers behave like a vanguard without troops. The older Paulo Freire learned from this, and highlighted the importance of joining forces with the social movements, with the movement of the landless, the women’s movement, the Afro-Brazilian movement or the unions.
8. The situational approach is not a vehicle for the promulgation of closed world views
In a documentary scene towards the end of the film “La Victoria” by Peter Lilienthal, a literacy teacher shows a poster on which many people are all looking in the same direction, although it is not clear what they are looking at. The teacher asks what the people are looking at so expectantly. The illiterate pupils – the scene is a barrio on the outskirts of Santiago de Chile – offer answers, but none of them are right. Finally, someone suggests that they are looking at the compañeros of the MIR (revolutionary left movement in Chile). Yes, says the teacher, that’s right – because the MIR helps you. The teacher is part of this left-wing revolutionary movement herself.
Abuse of the situational approach includes when its users come with ideological baggage and engage in dialogue with manipulative intent.
Example: The “Iglesia ni Cristo”, an aggressive Philippine sect along the lines of a “Church Business” tried this and wanted to use the situational approach to capture the key problems of the people in order to wrap them around their little finger. They were prevented from doing so.
9. The situational approach must first of all take seriously the interpretations of meaning of all participants
These interpretations of meaning may be influenced by “magical-intransitive consciousness” (Freire) or by incomprehensible cultural patterns, but respects demands that they are perceived and negotiated in dialog.
Example 1: Years ago, German pharmaceutical representatives met with a German-Filipino student group in Manila. The pharmaceutical representatives lamented the lack of sales even of reasonably priced drugs. The students researched: the obstacle was not the price but the fact that the leaflets did not specify which ceremonies were to be carried out on taking the drugs.
Example 2: On behalf of her organization, a German PhD student was supposed to investigate why the rural population in Tanzania refused to take medication to treat an otherwise fatal disease. Her situation analysis showed that the people believed that the sick patients had been occupied by the most evil of all curses and therefore irretrievably doomed to death. Only when the project staff changed their strategy and spread the word that the magic formula contained in the drug reversed this curse and could bring the half-dead back to life again, did the drug / magic potion start selling like hot cakes.
Example 3: A project by the Carl Benz Academy examines the occasional car-rampages carried out by Chinese owners of luxury cars, destroying their cars in public or letting them be pulled by oxen. The analysis so far seems to suggest that there are not only technical, but also social and cultural reasons causing this behavior.
10. One of the strengths of the situational approach is that it is culturally adaptable.
Since the 1980s, in some countries in Latin America, Asia and Africa, workshops and projects on the development of a pre-school curriculum have been carried out. These events all began with an intensive brainstorming session to identify and prioritize the key situations of the children in the region. These situations differed depending on the location.
Thailand: “Going to the Temple” (meaning cultural alienation through cultural invasion); “Chaotic traffic in Bangkok”: (meaning: it is almost impossible for children to cross a road).
Philippines: “Surviving a typhoon”; surviving on a sinking boat; “surviving fire” (in Slums); “surviving gunfire” (between army and Guerilla).
Malaysia: “Boys don’t touch girls because they think they have to marry them”.
South Korea: “Getting lost in the city” (the house numbers in Seoul are not in rows, but rather added according to when a building was built, meaning that number 2 can be somewhere entirely different than number 3).
Indonesia: “Girls don’t eat bananas” (Taboo), “New York” (the answer from children in a kindergarten in Jakarta when asked what is the capital of Indonesia).
Hong Kong: “Home Alone” (parents go to work for 9 or 12 hours and leave the children alone at home).
Singapore: “Alone in the elevator” (meaning isolated children as a result of the government’s single child policy).
Ghana: “Girls and women don’t eat chicken” (in a workshop, it turns out that this is only true in one province, where the men have convinced them of this so that they can eat the chicken alone. In the neighboring province, the women eat chicken).
Nicaragua: “Fear of armed attacks” (meaning the activities of the Contra in the 1980s).
11. The situational approach doesn’t need a campus or a school building to unfold. It doesn’t stake any territorial claims.
It is mobile, goes to the hot-spots where things are happening, and favors contrasting milieus. These hot-spots are action sites characterized by a generative topic. This means that instead of the students gathering where professors teach, both meet at selected locations where things are going on and engage with them. In his famous essay “Sisyphus or the Limits of Education” (1925), Siegfried Bernfeld remarks that the ridiculousness of pedagogical activities is that it is done in the wrong place and only protects the status quo. Ivan Illich (“Deschooling Society”) wrote that the most intense learning takes place through unhindered participation in relevant environments.
Example 1: a group of German students prepares for a trip to the slums of Manila. They are taken directly from the airport to their accommodation: huts encircling Smokey Mountain, the city’s enormous reeking garbage mountain from which around 3000 families make their living. They are shocked. But the aim is clear: assisting in developing Productive Community Schools, in which “learning and earning” are connected. The students learn that the road towards this aim is one long obstacle course.
Example 2: a team of Turkish and German university teachers from Berlin take around 70 students for a stay of several weeks in West-Anatolian villages as part of – or better still, instead of – a seminar on intercultural education. During this time, a military coup ensues. The borders are closed. The students and their teachers take on the role of immigrant workers for a while, and are touched by the heartiness of their hosts and find out that there are other ways to treat foreigners than was the case in Germany in the late 1970s.
12. Those who work with the situational approach might find themselves veering off the path they were on.
Since situations are, by their very nature, not fully detectable events, they can take unexpected turns. This is often a good thing.
Example: a high school teacher working in an Afro-Brazilian majority school on the southern periphery of São Paulo works on forming a curriculum of sassy resistance against the white Goliaths. Teachers, parents, neighbors and the headmistress take part in an intense and spirited way – it is a mixture of workshop and party and lasts several days. But then the story takes a different turn: a delegation of around twelve Guarani Indians enters the school building, sit down silently on the floor of the seminar room and observe the happenings for an entire day. They are silent.
Finally, however, one of them stands up, announcing that he is chief of the Guaranis, his name is Karai, and he wants to report what their problems are and why they also need a school of resistance. They came from a reserve near São Paulo, and because the city was continuing to grow and was rapidly approaching the boundaries of the reserve, white land speculators had begun to individually ambush and shoot the Guarani Indians. For this reason, the Indians were only leaving the reserve in groups.
The professor asks them what kind of school of resistance they want. One with weapons, says Karai. The professor finds this idea hopeless and presents another idea: the Guaranis could build an Indian Academy in the reserve, an academy for the reconstruction of indigenous knowledge and its connection with modern knowledge. For example, one could merge old knowledge of ecology with modern knowledge, and that would be interesting for many Brazilians and guests from other countries, and they would visit the academy, fund it through their donations, and stop the speculators through their presence.
No sooner said than done – almost. A Swiss foundation supplies the money. The Indians start to build their academy, the press come, the first visitors register, but then everything turns out differently. “Globo”, one of the big television companies in Brazil, turns up with the plan of making a 42-part “Novela” on the (invented) love story between the Karai’s beautiful daughter and a young white Brazilian. And so it is. And when half of Brazil sees this story and the press photos of the reserve are published, even more people want to come and see the site of the action.
The academy was done for, it wasn’t necessary any more. It sufficed to take an entrance fee from the visitors. But they had reached their goal nonetheless: no more shootings from speculators, and Karai thanked the teacher with a long hug when he saw him again years later. His “magic” had worked, he said, and he had already guessed when he sat in the Afro-Brazilian school that things would develop in the right direction.
13. The situational approach meets with innovative entrepreneurship.
It is better to create jobs yourself than running after non-existent ones. You can start early.
Example: in the “Villa Kunterbunt” kindergarten in the Brandenburg village of Crussow, since the mid 1990s, the children have successfully been breeding thousands of common German garden worms (2 for 5 Cents). The children researched what makes works happy, because happy worms have lots of babies – 500 little worms per happy worm. They discovered that a wormery with different layers of worm-friendly earth and an upper layer of fresh organic compost can be arranged in a variety of ways. They discovered that by holding a bright light over the wormery, the fully grown worms, ready for harvest, can be motivated to come out of the ground and form bundles like balls of wool that can be easily harvested, while the younger worms carry on burrowing around in the soil, apparently oblivious to the light. They have discovered that the flies that like to eat worm eggs can be shooed away by the smell of old oil, which is why the kindergarten sometimes smells like a car repair workshop. The children have learned to love their worms and have started selling them to gardeners and horticulturalists rather than fishing clubs.
What they haven’t got the hang of yet is the cultivation of the aristocratic Canary Island earthworm. Of handsome figure and lively temperament, these are usually flown in from the Canary Islands for German customers, and cost 20 cents each – a steep price. The Canarian worm doesn’t feel at home in Crussow’s little wormeries, not even with a special menu – it loves the liberties of free-range rearing. But how do you get a worm that burrows eight feet into the ground (in order to get married and protect its 500 worm eggs from flies) to come back up to the surface again?
By drilling 7,80 m deep holes and sending down a scent which promises a royal gala dinner for worms? But shouldn’t this menu really exist, so that when the worms crawl up and poke their tips out of the ground to sniff, they don’t return back home disappointed? The children of Crussow have not yet uncovered the secret of how to help the Canarian crawlers settle into the Brandenburg soil and stay together, or how to collect them. It would certainly be an economical quantum leap. The children of Crussow could undercut the import prices of Canarian earthworms. They could rear more of them outside than in the basement. Sales would roar. The surpluses generated would be sufficient for the formation of reserves and investments. Because the children have discovered a new market niche: there is no one who repairs bicycles in Crussow…
The ‘wilder’, the more unexplored the terrain, the greater chance the situational approach has to unfold, and the more we have the opportunity to be refreshed. But even for those who work in institutions, the principle of hope holds true: in terms of learning, the situational approach is an escape artist.
Young Teachers and Young Writers
By Peter J. Foley, Ed.D., editor-in-chief
The editorial staff of SCLThailand.org is making greater efforts to enlist young teachers to write articles on the topic of improving classroom learning. A young teacher from Boston, who is a Princeton University fellow, writes this month’s article. He will teach this semester at the storied Vajiravudh College in Bangkok. It is significant that the author, Tyler Belanga, places a premium on a trusting relationship between teacher and student. Research bears out the importance of such a student teacher relationship. For example, here are just some of the research findings that support the importance of relationships between students and teachers:
1. Teachers play an important role in the trajectory of students throughout the formal schooling experience (Baker, Grant, & Morlock, 2008).
2. Positive teacher-student relationships enable students to feel safe and secure in their learning environments and provide scaffolding for important social and academic skills (Baker et al., 2008; O’Connor, Dearing, & Collins, 2011; Silver, Measelle, Armstron, & Essex, 2005).
3. When teachers form positive bonds with students, classrooms become supportive spaces in which students can engage in academically and socially productive ways (Hamre & Pianta, 2001)
4. Students who have positive relationships with their teachers use them as a secure base from which they can explore the classroom and school setting both academically and socially, to take on academic challenges and work on social-emotional development (Hamre & Pianta, 2001).
As the editors and writers of SCLThailand.org have said over and over again in its opinion editorials and articles, the key to a successful student centered classroom is the teacher acting as a coach and not simply a lecturer. This means that there must be interactions between students and teachers every day that are significant to the learning process. Such interactions can take many forms: Q and A sessions where all the students have an opportunity to interact with the teacher; individual or group help where the teacher checks a group or individual’s learning progress; and individualized reviews of student journals. Another salient ingredient that goes into maximizing student learning that Mr. Belanga emphasized is the participation of parents in schools. This would appear to be just common sense given the overwhelming and singular influence parents; nevertheless, parents rarely are brought into schools to engage in the learning process with students and teachers. When parents are involved the research proves that:
1. Increased involvement correlates positively with higher student achievement
2. The most likely predictor of a student’s success in school is a home that encourages learning
3. Parents aspirations exert a significant influence on student achievement*
Over the next six months we hope to bring you more articles from young teachers and writers. We are looking particularly for young Thai teacher scholars. If you know of a young Thai teacher scholar who would like to be published in SCLThailand.org please be so kind as to refer her or him to me, the editor-in-chief at email@example.com *The development of competence in favorable and unfavorable environments: Lessons from research on successful children. Masten, Ann S.; Coatsworth, J. Douglas American Psychologist, Vol 53(2), Feb 1998, 205-220.
Over the course of the last two years, I served as a Teaching Fellow with Citizen Schools, a U.S. non-profit that partners with struggling urban middle schools to expand the learning day. Specifically, I was assigned to the McCormack Middle School in Boston as part of a small cohort called 8th Grade Academy (8GA), the goal of which was to prepare students for success in high school and college. With almost zero teaching experience entering my service time in the program, I tried to keep my expectations low at the outset of year one. Little did I know that I was going to learn a great deal about myself, as well as acquire many best practices for educators that would lay the groundwork for a potential career in education. What makes 8GA such an inspiring and effective program, and one that I believe is worthy of widespread emulation, are three distinct things, all related to building relationships, that widen the scope of an educator’s role beyond just the classroom.
1) First and foremost, in 8GA there was an extraordinary emphasis placed on teacher-student relationships. How many thousands of enlightened educators have proclaimed this to be extremely important I do not know, but I will confirm here the veracity of the statement. In my experience, the element of trust is infinitely more effective than consequences or incentives in motivating students to learn and in keeping them on-track. However, most students can easily identify feigned interest; authenticity conveyed through honest and consistent dialogue is vital. An educator who cannot at least give the impression that he is interested and invested in the lives of his students should either enroll in acting classes or find another career, because the job cannot be successfully executed without this element.
8GA created an environment in which I could support my students not only academically, but also emotionally. From feelings of intellectual inadequacy, to problems with other students getting in the way of schoolwork, to serious personal conflicts that had not been shared with any other adult in the building, I encountered a vast array of issues that required addressing. I could not always solve these issues on the spot, but often it was only the knowledge that an adult was there for them that students truly needed. These one-on-one conversations also often lead to crucial dialogue about students’ careers and futures, which allowed me to give advice and tailor lessons concerning job skills, pathways to specific types of colleges, etc. to individual aspirations.
2) The second element that made 8GA successful was constant communication and collaboration between education professionals. This practice created a network of safety for students and one of mutual accountability among educators. Students cutting multiple classes were noticed and promptly pulled aside. Dissemination to the relevant teachers of information regarding discord in a student’s home life led to an increased sense of understanding and to more purposeful planning around that student. Weekly meetings to discuss a student in danger of falling off in one subject begot check-ins from teachers throughout the day to ensure that the student used all available free time to complete homework for that class.
The sharing of strategies in the classroom was particularly helpful for me, as I discovered that the struggles and frustrations even between dissimilar classes are often quite consistent. And if the math teacher has discovered the secret to getting a troublesome student to focus in class, why should this magic weapon be withheld at the expense of continued disruptions in all of the student’s other classes? There were countless instances in which veteran teachers gave me small pieces of advice that, when implemented, resulted in swift and tangible results in my own classroom. I worked with some of the best teachers in Boston who taught me, among many other things, that the further from an island mentality each teacher within a school has, the closer to a pedagogical paradise the school draws.
3) Finally, I learned in 8GA that being present and visible in the school community can have massively positive effects. Increased visibility can come in many forms, such as holding a potluck dinner during a monotonous time of year or attending a school play held after dismissal. When physical encounters are not possible, visibility can come in the form of a voice over the phone. For example, calling home to praise the performance of a normally difficult student after a particularly impressive showing in class can literally bring a parent to tears. The rewards of such minute but uncommon actions are often far greater than the efforts required to perform them.
It should be clear that a vastly important stakeholder comes into the picture here: families. Family involvement is an absolutely critical component in driving student success. A student who feels supported is typically a successful one, and deficiency in this area often leads to insurmountable problems in others. A great educator can have a profound impact on a young person, but it cannot be forgotten that a student spends the majority of his or her time at home. Many large urban schools struggle to establish a tight-knit feel, but I have seen pockets of heavy family involvement within a student population, and I believe it is possible to achieve in large school communities as a whole. The key seems to be making families feel as though they are a relevant part of the equation, which usually involves teachers taking the initiative to reach out.
It is my firm belief that the model of 8GA, which involves an adult serving as a mentor, therapist, teacher, outreach coordinator, and advocate to a group of students is a highly effective educational apparatus that can be used to drive student success, whether it is in the U.S. or on the other side of the world in Thailand. Although my days at Citizen Schools are now behind me, I plan to keep these three core values close as I begin teaching at Vajiravudh College in Bangkok. My role will not be the same; I will be teaching exclusively English and not College Prep. I will not be taking students off campus, nor will I make phone calls home to parents. I will undoubtedly experience some difficulty communicating with students and native coworkers.
All of this, however, simply means that I will have to work harder to forge bonds with the people at Vajiravudh College. I will still have ample time to build relationships with students by synchronizing our breaks and having lunch with them during the week. I will be working very closely with other teachers, especially veterans who have experience in a system that is completely new to me. Finally, I will have the opportunity to attend prayer assemblies in the morning and rugby matches after school, allowing me to be more visible in the school community. Although I am teaching abroad for the first time in my life, I look forward to growing as an education professional at Vajiravudh College and applying the valuable lessons I learned as a part of 8GA in the United States.