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| Home : Ecological Module : Teaching Roles : Performer | ||||
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Teacher as Performer
All
the world's a stage, And all the men and women merely players
Teacher as performer is a very powerful role and one we can savor. Research shows that a dynamic presentation of nonsense is valued more by most students than the most erudite and demanding series of facts, interspersed with poor presentation (Fox, 19 ). Research underscores that this is even more applicable with secondary than elementary students, with those who are knowledgeable more than those who are novices. Many teachers resist this role. Although we know how much we valued learning experiences which were enjoyable and exciting, we inherently resist the notion that Sesame Street really teaches children, or that we might need to let our hair down and risk ourselves as a stand-up comedian who receives derision instead of laughs. Why would teachers resist a role as performer?
Many teachers fear that they will lose the audience and be unable to regain either student decorum or student respect Many teachers are uncertain of themselves and are unwilling to risk disclosure Although great literature is a prime example of true education and entertainment going hand in hand, there is a deeply rooted belief that learning and pain somehow belong together, while learning and pleasure must somehow be frivolous - this particularly carries over into evaluation Some teachers believe that a direct linear presentation is fastest, and therefore the best and quickest way to effect learning Lack of security in oneās own knowledge and ability to handle surprises Fear of appearing foolish and having "weak humanity" revealed Some teachers think of this as "Mickey Mouse" or for children, particularly prevalent perspective in secondary education Teachers are seldom required to learn entertainment skills, so there is a general lack of knowledge associated with the rigor and humanities connection this can bring into the classroom setting and the learning arena There is a current misconception that assuming different roles detracts from the presentation of a "real" person One must be good at student management to move in and out of performing Gratiano speaks an infinite deal of nothing, more than any man in all Venice. His reasons are as two grains of wheat hid in two bushels of chaff: you shall seek all day ere you find them, and, when you have them, they are not worth the search - Shakespeare Initially I taught instrumental music to students in the middle school and high school. This musical connection with students followed me into my middle school English classes. This year a perfect opportunity presented itself when one of my students was searching for an alternative way to present her book report. The book she read was about a young concert violinist. Together we planned a short musical presentation for the other students in the class. She played a wonderful solo piece that she had written and I accompanied her on my cello. The students were impressed with both of us and found out something new about me. After that day, I had several students who made it a point to attend symphony concerts. They would wave to me and I would discretely tip my bow at them in between pieces. Then we would visit backstage during intermission. These kids were then motivated to try acting in the class. They planned one-act plays of the books they read. Others made move movies with costumes, make-up and appropriate scenery! We played games during class that were created as "book reports." Some students wrote letters from one character to another and then read them aloud to the class. From one studentās willingness to risk, a whole new atmosphere was generated in the class. It was a most memorable year --- one I hope I can initiate for students in future classes as well. Teacher behaviors which subtly enhance classroom climate:
Steps to enhance student as performer:
You canāt cross a chasm in two small jumps. -David Lloyd George Referent
power is the personal attractiveness which the teacher possesses in the
eyes of the students. It is sometimes referred to as charisma or personality.
The honest relationship among teacher and students sets the stage to free
students to perform, to feel free to share themselves, to be uninhibited
with respect to sharing, yet conscious of their responsibility to show
respect and honor to those who will receive the performance, or who will
benefit from the sharing. Commitment
means we haven't left ourselves an escape hatch
Collect
a Once you
have completed this topic you should: |
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| E-mail J'Anne Ellsworth at Janne.Ellsworth@nau.edu | ||||
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Course Created by J'Anne Ellsworth & Center for Technology Enhanced Learning Copyright
© 2001 Northern Arizona University |
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for completing this reading!