Explaining is blocking active learning.

Every week I have the honour to work with one or two schools to give a Dalton training to an unknown team of teachers somewhere in our country.

One day a week I am not the headmaster of my school, but free-lancer of Wenke Dalton Consultancy.

It often happens that I have the same kind of fundamental discussion.

Basic elements of the Dalton concept are always in the centre of the attention.

I try to challenge a schoolteam to give their own interpretation of the three

Dalton ‘cornerstones’ : responsibility (freedom) – self reliance – cooperation.

Two weeks ago , a very nice collegue reacted very honestly and openly.

Elaborating the independency of pupils, he spoke about his worries.

The motivation of the children in his class was low, the attention during the instruction was bad and he ended with his conlusion : these pupils are not learning enough.

I asked him to analyze his way of teaching and after short time most of the collegues in this school came to the same conclusion that in their education

the teacher is the most active person. And in their opinion it was the best and most effective way to teach.

Much instruction is the best way to teach, they explained.

This reaction is logical. 

We all learned in our pedagogical institutes that a good teacher is the teacher who can explain the most difficult parts of the curriculum ?

But there is still that main problem on the background of this discussion :

*pupils are not motivated anymore to listen.

*the attention of children is declining.

I have to provocate at that moment, to make my statement clear.

When I ask why a teacher is putting so much energy in instruction, the answer is always :

“When pupils don’t understand some assignment you have to explain.

Isn’t it the most important part of teaching ?”

The crucial thing is of course : how can we make the children active and motivated ?

Teaching is the acticity of the teacher and it will be forever.

But learning is the activity of the pupil.

No teacher can take over that activity !

Instruction is not the only way to fill the gap.

We have to arrange different instructional formats (teaching methods) to make the children active.

Are we able to realize that pupils nowadays belong to the sms – generation. 

They consume information on their own way. They are used to calculators, television and computers.

They sit in front of the television and they consume the products very quickly : if it is not interesting enough they simply switch to another programme.

And computers are the sixth organ of the new generation.

Are you happy with that development ?

Perhaps not, because you are a parent and have problems to stimulate your own children to do their homework instead of sitting in front of the television or the other computer highscreen.

But most likely you are the teacher of a whole group of such whizzkids.

It is not so strange that my Dutch collegue complained about the learning attitude of his students.

Students are used to be active themselves instead of long listening for information.

They have the drive to explore.

Listening to much instruction is for them like reading the instruction guide of a new computer programme.

And the first child that wants to read the instruction booklet before he/she wants to work with that programme, has still to be born.

Students want activity, want to discover, do it themselves.

That’s not a negative attitude, that’s real motivation.

And we teachers has to accept the changes in the consuption pattern of the audience in our classrooms.

We are the professionals and that’s why we don’t want to serve them every day the same fast-food.

Lets be creative and make them real hungry.

Students want to be challenged to demonstrate their competence.
They are not interested in the long demonstrations of the competence of the teacher. It will reduce their own competence.

We have to use our talents and it is not necessary to throw away everything from the former century.

Helen Parkhurst simply developed her Dalton concept on three basic needs of pupils :

·        they must have the feeling to be safe and respected

·        they must have the feeling to be competent

·        they must have the feeling to be independent

( see my article ‘How actual is Dalton?’ )

It is time for a design of our education, based on these basic needs.