Egan pretty much outlines the course of “progressivism” beginning with Spencer, then Dewey and Piaget and others. He says that the progressive movement has some major flaws. Not that he is opposed to progressive ideas, but he says the flaws prevent its successful implementation. If you care to check out his writings, here is his website: http://www.educ.sfu.ca/kegan/. Egan teaches an ed course about this and it concludes with readings by Hirsch and refers to Core Knowledge, which is how I found my way back to this blog. Kismet.

But it seemed to me that the “tone” of this whole discussion (giving views with which I fully agree) was that we are dealing with “current” problems, whereas its roots are very deep in time, even further back in time than John Dewey, and further in place than the U.S. In fact, almost all the discussions and published articles I have read make it sound as though the problems are much more “contemporary” than they are in truth. The failures we must deal with are not only 30 or 40 years old, but 100+!

And I do appreciate how Fred Strine pointed out that progressive education, a revolution in education because it threw out all the past, reached its high point during the same time period that saw the Russian Revolution.

As far as becoming the best facilitator possible–rest assured, that’s not in my plans. I tend to change roles in the classroom, depending on the activity, the student needs, and what I need to get across–facilitator is just one of those roles, right along with being the center of things.

I hope you keep writing editorials, and I think someone had the right idea in the comments that were posted to your article on the Seattle P.I. We need a new Superintendent of Public Instruction in Washington–maybe you weren’t in charge of the best school in the nation, but a top notch teacher has a lot to offer, and if you’re not teaching…

Ouch, you got me. I thought Papa “there” but wrote Mama “their” instead. Must be some Freudian flare-up from a troubled childhood.

Apparently we have different experiences regarding the ubiquitous facilitator. What noteworthy point is made by thoughtfully acknowledging generalizations are never 100% true? And I love apple pie, too.

I’m an accomplished teacher-centered classroom advocate who has been tossed out with traditional ed. bath water. How did I plummet from master teacher to has-been in a decade when all indicators said I was actually improving? Facilitator dogma imposed by absolutist, sophomoric “superiors,” that’s how.

We teach tolerance and diversity, but does the profession practice what it preaches? Try being a linear, structured, conservative, outspoken, male in an English department these days. Good luck. Only the eunuchs survive.

Today teaching success in the classroom is less valued than uniformity, assuming test scores CYA. Oh, superintendents will talk the talk, but the profession wants veteran teachers out. The young and the malleable trump experience every time. When you’ve become the best facilitator possible, and you think you still have much to offer, don’t let your guard down. The profession will move on to a newer silver bullet and expect you to abandon your successes. Remember me. Give me a call. I’ll still be around, ‘cause it won’t be long. We’ll talk.

“Of course their [sic] are good facilitators and occasions when group work is effective…”

“Good teaching boils down to teacher-student rapport, a condition not restricted to any method.”

“…a teacher should have the ability, freedom, and skill to use a variety of methods…”

Folks seem to be saying teachers should have the freedom and flexibility to choose their methods of instruction, and I agree, even if that means a teacher sticks to just one method, as long as that method gets results. On the other hand, the title of this post is “No More Guide on the Side.” I’m not sure that leaves room for freedom and flexibility…

I prefer whole-class instruction precisely for Diana’s reasons. I am an expert at structuring lessons on topics totally new to unstructured kids. I am an expert at keeping an entire class on task. While acknowledging these abilities, my superiors no longer valued my style of teaching. I was not current enough. In fact,I was branded the Neanderthal of my language arts department.

I truly believe I have a moral responsibility to TEACH students what I know so they can ultimately discipline themselves for “lifelong” learning. I choose to do it in a structured setting because that works for me. Reality tells me a 14 year old is not a motivated “Mini-Me” as current education theory pontificates. I never would have written this article if my observations of brainwashed young facilitators and their classroom failures hadn’t confirmed my general disdain for imposed teaching dogma.

My article was a meant as a principled counter punch, partially in self-defense. I didn’t start the brawl, but I won’t take one on the chin without some payback.