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ESE502 : The Class : Pro-active Management : Preventive Discipline : Performer

Teacher as Performer

All the world’s a stage, And all the men and women merely players
-Shakespeare (Merchant of Venice)


jkl “just a spoonful of sugar helps
the medicine go down . . .”

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?
    It is very demanding and is a high energy user
    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 one’s 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
Good entertainment and performance takes a great deal of perfecting of skills and advance planning
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

Teacher as Performer


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 a s “book reports.” Some students wrote letters from one character to another and then read them aloud to the class. From one student’s 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:
  1. Use examples in lessons which stimulate student interest and are student focused
  2. Vary presentation to take attention spans into account
  3. Pace the lessons to maintain student interest and intersperse with active segments
  4. Use surprise and humor to heighten interest
  5. Minimize unintended distractions
  6. Highlight student input which takes the lesson forward
  7. Question students in a variety of ways and provide ways for them to share thoughts - with partners, on a personal response sheet, on the chalk board, in group
  8. Take students back and forth from familiar to unknown
  9. Use music, art, drama, activity through lessons to increase involvement, excitement
Dynamic ways to enhance the role of teacher / performer:
Singing
Puppet shows
Word webbing
Learning centers
Theater game
Dramatic interpretation
Create dialogue
Outline to change
Double as a hero		 Role playing
Chalk board contest
Excerpts by authors
Games-learning, etc.
Poetry
Make a mask - JFK
Debate
Shadow box
I’ll change one thing...		 Poetry
Mnemonic games
Team efforts
Physical punctuation
Art expression of concept
Rewrite in new voice
Characterization
Tape a segment
Tell the empty chair

Life is either a daring adventure, or it is nothing -Helen Keller

Steps to enhance student as performer:

  1. Give credit to students who invest time and energy learning in this fashion
  2. Provide a safe and consistent environment - teaching students ways to show appreciation for student effort and ways to exhibit self discipline
  3. Model performance and sharing of self as a teacher
  4. Encourage practice and fine tuning of ideas as well as “off-the-cuff” improvisation
  5. Set up a classroom milieu which encourages creative thinking and acting
  6. Provide clear guidelines for times, places and means of expressing self and performing to optimize a feeling of safety and help students know what to expect and how far they can go.
Don’t be afraid to take a big step if one is indicated.
You can’t cross a chasm in two small jumps.
-David Lloyd George


Teacher Power

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
-Charlotte Joko Beck

Human life is a school room. Take the curriculum.
- Emmanuel

Any role becomes a trap if you take it seriously
- Ram Dass

Angels can fly because they take themselves lightly
- G.K. Chesterton

Where the spirit does not work with the hand
there is no art. -Leonardo da Vinci

I have spent my days stringing and unstringing my instrument
while the song I came to sing remains unsung. - Rabindranath Tagore

You should now:

Go back to Teacher Role

E-mail J'Anne Ellsworth at Janne.Ellsworth@nau.edu

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