Courageous paradoxing

This section on the Paradox and the ideas of either-or and but-and thinking was though provoking. At times the reading was difficult, then later it seemed to come together. It is reflection on the reading that allowed me to more fully understand. Upon initial reading much of it seemed confusing, that is the Paradox I suppose pulling me in two directions. The whole idea of tension between poles is a great analogy for this book. I liked the idea of linking or synthesizing Realism and Romanticism. Teaching within the Paradox Principle has so many avenues of distinction. I do see many of the instances of the Teaching Strategies employed in the Paradox Principle in my teaching career.

• A structured flexibility is a must in a classroom. Structure helps things run according to plan, but build in some time of flexibility. Things may take longer than initially planned. Don’t get frustrated when more questions arise than time allows. That is students processing information.
• Connecting text to life is paramount in teaching students about many subjects. Students must see the relevancy of the work they are doing (for the present or the future). It is important to include local topics or subjects students know about to activate prior knowledge and link current understandings with content of class.
• Respecting student participation is key to obtaining and continuing student engagement. Do not act flippant with students, according to their questions or answers. It may be silly question, but don’t say so. Their answer may be way off, but don’t say so.
• Ask good questions - of all types. Clarifying questions are very helpful for students to develop their answers more fully. They also assist in making your questions easier to understand or break into separate questions.
• Listen well, to what is said and unsaid. Look at faces, not just wait for hands to go up or call on someone. If you get blank stares or looks of confusion, restate the question or back up and summarize previous statements. Also, if ideas that you want discussed are not vocalized by students, try to initiate the ideas by using prompts or suggestions. Usually a little prod will spark someone’s memory and the topic is aired.