Response: My point still stands—presenters should find some way to show their audience some of the steps and missteps they took, the problems they encountered, the messiness, along the way to what they now achieve.
Response: Hi, I think you make a good point. Maybe we should start suggesting this to the presenters whose workshops we attend? So long as we feel comfortable doing that...It could just be a simple question like: what were some of the things that you tried that didn't work on the road to get to where you are now?
I have done workshops here and there and often feel that when people attend my workshops they want to get an "expert's" rendition. I try to talk about what may not have worked and why but I'm sometimes hesitant to share too much messiness because I'm not sure how it will be received. However, I am an "unknown" so to speak and I think the demands on "us" are greater. I would think that presenters who are well known would be afforded the chance to share their "mistakes".
Response: Heck, I think teachers just want their presenters to be honest. When I was working with teachers this summer on writing workshop, they'd ask me questions and I'd respond with "Shoot! You think I know? I'm just one step ahead of you here. (smile)" Then I'd give them my best answer. My evaluations came back with many of them thanking me for not making everything look effortless, and for sharing some of my mistakes. When I could tell them, "Don't do this," because I did that and all H--- broke loose, they usually laugh, relax, and feel better about trying something new.
Response: I agree with you that teachers want presenters to be honest. And I am one of those people who look at those videos of eight children and say, "uh...yeah... ok" and roll my eyes. I am currently reading "Joyful Learning in Kindergarten" which is a wonderful book that is giving me tons of great ideas as well as validation, but right in the first chapter there is a map of her room and I did just that... rolled my eyes. The woman's classroom was about the size of a warehouse and mine is the size of a postage stamp. I had to decide between playhouse or reading corner.... couldn't have both. I don't have space for a proper writing center so I have all the materials on a shelf and students just take what they need and go wherever. I want somebody to do a video of a classroom held in a portable with not enough electrical outlets, no sink, and at least 20 children, some of whom cry at the drop of a hat if somebody else sits where they were sitting, and others who are doing "hand things" while directions are being given.
Response: Yep, this is exactly the type of video that’s needed I think. I really would like to be part of taking and using such clips. I have taken video and have teachers come to my classes often. Nancy’s coming this Monday. It does make a difference when teachers can talk about their problems as well as work towards solutions. Helps those listening connect to the real world. On the other hand it’s a frustration when people can’t or won’t look past the room to the practices being used.
Response: At the risk of possibly getting beat up over the head...I think that "informed" teachers, teachers who are open to theirs and others' imperfect classrooms and teaching, who don't just look at the "art" work across the room as an easy activity to do in 30 minutes, teachers who are constructivist in their thinking would want presenters to be honest. Unfortunately, I have seen too many teachers who attend workshops just to get the next quick fix for their Monday morning class. Having said this, however I would expect honest presenters at NCTE or WLU workshops. I don't know if I'm being a bit cynical or not but I have seen this kind of attitude too often that I couldn't help but comment on it.
October 2003
