I originally wrote this post in 2014 for the blog of tlanetwork.org, the website of the Transformative Language Arts Network. It seems appropriate to re-post as I am preparing a graduate course on Expressive Writing in the classroom for Castleton University’s Center for Schools. Although in this situation I will be technically a lecturer/teacher/professor rather than a facilitator and I will be imparting more information than I would in a workshop, I will still apply the methods I know best and which have proven to be helpful to participants.
“I am not here to teach you anything.”
Expressions of confusion flicker across the faces of those circled around me. Wasn’t the very reason they signed up for this workshop to learn something?
I continue: “I am here to show you how you can learn from yourself.”
Smiles break out and the workshop begins.
While this is not intended to be an op-ed on the benefits of teaching critical thinking, how I facilitate is how I believe children should be taught: Teach them to learn for themselves. And this is how I approach my workshops. I give guidance, I provide prompts, and then I sit back and witness my “students” learning from and for themselves (and from the words of others in the room) — not to impress me, the “teacher.”
How does this work with TLA? Continue reading