Teaching from the emerging now / Linnette Werner, David Hellstrom.

Format:

Book

Author/Creator:

Werner, Linnette Robin, author.

Hellstrom, David, author.

Series:

Emerald Points Series

Language:

English

Subjects (All):

Teaching.

Physical Description:

1 online resource (xviii, 133 pages)

Edition:

1st ed.

Place of Publication:

Bingley, England : Emerald Publishing, [2021]

Summary:

What if we could work with what emergesin the moment instead of seeing it as an unplanned disruption? Teaching from the Emerging Nowexplores how we combine our intention with what naturally emerges to create inclusive, dynamic classrooms amid constant change.

Contents:

Intro

Half Title Page

Title Page

Copyright Page

Dedication Page

Contents

List of Tables and Figures

Tables

Figures

List of Abbreviations

About the Authors

Acknowledgments

Introduction

1: Intentional Emergence as a Way of Teaching

Intentional &amp

Emergent Teaching

Why Intentional Emergence?

The First Part of the Model: Intentional

Becoming Conscious of the Invisible Fields that Shape Behavior

How Intention Shows Up in the Classroom

Unlearning: Protecting Competencies

The Second Part of the Model: Emergence

Using Lived Moments, in the Moment

How "Emergence" Shows Up in the Classroom

The IE Teaching and Learning Model

Adding Identity as a Core Factor to the Learning

Students Bring Identity with Them into the Space

Instructors Bring Identity into the Space as Well

Transforming the Classroom into a Community

So Let's Begin...

2: Setting Intentions

Plan Like Hell...Then Let it Go

Unexplored Intentions Allow Defaults to Enter

Identities Matter

Our Intentions and Identities Are Linked

Getting Help with Your Defaults

Know Your Triggers

Make Intentional Choices

3: Build a Container

Linnette

What is a Container?

Practices for Building the Container

Know Your Students' Names Before They Arrive

Begin On-time and with Intention

Prepare the Whiteboard as a Welcoming Tool

How You Create the Container Will Carry Through

4: Use TASCs

Purpose of TASCs

David

Types of TASCs

Real Work TASCs

Adapted TASCs

Framing a TASC for Optimum Emerging Moments

Get the Instructions Right

Don't Prevaricate

Think About Obstacles for the Leader to Navigate

The Time Limit Matters

Allow for "Timeouts" to Think Strategically and Access Resources

Remember It Is a Group TASC Ultimately

Facilitating a TASC.

The Dangers and Opportunities of Using TASCs

5: Give the Work Back

Find the Natural Places to Give the Work Back

Putting Themselves into Groups

Facilitating Reading Discussions or Other Activities

Processes Related to Community Building

Just Be Quiet: Don't Answer All the Questions That Are Asked

Decide if the Questions Are Individual or Community Worthy

Cautions to Notice

6: See the Moments

We Don't Normally See Emergent Moments - Until We Do

Types of Emergent Moments to Start Seeing

Notice When You Experience High Levels of Tension or Emotion

Learn to Hear Big Assumptions and Sweeping Statements

Notice the Energy in the Room

Notice the Things You Talk About After Class

Practice Seeing Moments and Getting More Data in the Room

Replay the Class in Your Head

Record Your Class

Ask Others to Observe Your Class

Observe Others

7: Notice Compassionately

The Difference Between Noticing and Compassionate Noticing

Practices for Noticing Compassionately

Don't Go for Perfection, Allow Re-dos

When Starting Out, Err on the Side of Compassion

After the First Thought, Do a Compassion Check

Soften the Noticing with a Preamble

Notice When Students Take on New or Challenging Things

Work Hard to Keep Your Curiosity

Begin to Teach the Class to Start Noticing as Well

Use Language Authentic to You

Ask Yourself, "To What End?"

Note

8: Regulate the Heat

Things to Remember When Turning Up the Heat

Stay Calm and See the Larger System

Remember Your Role and Also Be a Human Being

Know Where Your Class Is

Make the Tension Productive

Ways to Turn Up the Heat

Use Natural Class Occurrences

Give the Work Back to the Class

Facilitate Discussions Differently

Allowing and Managing Conflict to Orchestrate the Heat.

Ways to Turn Down the Heat Without Losing it

Take a Short Pause

Make the Situation into a Case Study

Move It to the System Level

Offer a Hypothetical "What if I did this?" Scenario

Notes

9: Offer Challenge with Support

Practices for Offering Challenge with Support

Which One Are You? (You Might Be Wrong)

Hopes Versus Expectations

You Will Need to Decide How You Feel About Fairness Versus Equity

It Is Important to Challenge and Support Factions

Challenge and Support Outside the Classroom

Maximizing Time - Another Form of Challenge

10: See the Limitations &amp

Dangers

Where do I begin?

Dangers that Should Stop You

Cautions and Words-to-the-Wise

You Ask for Their Honesty ... and Sometimes You Get It

You Will Disappoint People and Make Public Mistakes - A Lot of Them

You Must Bring Your Own Vulnerability, But Not Be a Hot Mess

You Will Need a Community to Support and Teach You

This Will Take More Time Per Week Than You Knew You Had

You Must Work, Work, Work, Work, Work on Your Ego

11: Take the Next Steps

Find Your People

Plan Like Hell and Let it Go, but Don't Skip the "Plan Like Hell" Part

Start, Then Start Again

References

Index.

Notes:

Description based on print version record.

Description based on publisher supplied metadata and other sources.

ISBN:

1-80043-724-2

OCLC:

1237863891