If it Walks Like a Duck and Quacks Like a Duck......

One persons ridiculous is another ones fantastic. Shenanigans for one situation are completely respectable for another. A time for the doldrums and complacency for one classroom are the doldrums and complacency for another classroom. Getting too set in ones' ways pretending that students are engaged because it is easier then stepping outside ones comfort zone, is simply disheartening and a disservice to students. Failure is acceptable, trial and error filled to the brim with mistakes and setbacks appreciated but not having the opportunity to do so is tampering with a students ability to be self-sufficient, overcome adversity and resilience. Students will never take responsibility for their learning if teachers do not let them. Sticking with the traditional method because it has always worked is continuing to spin the wheels in the mud. The only way to improve as teachers is to take a risk and allow yourself and your students to grow together.

If it walks like a duck and quacks like a duck its a duck alright but, is it a duck you are looking for or a swan? If the expectation is a generalized outcome based on past successes how can we grow and improve overtime? If the questions and problems students pursue are predictable and explicit then how are students supposed to make connections and develop personal learning strategies? If a student does not feel a little apprehensive and challenged then scholarships become mundane and stagnate. It is uncomfortable to leave the womb of directions and full proof lessons but we have to. We can never anticipate every contingency nor do we want to because that would put us right back in the mud, wheels spinning. The open road is where wisdom and acquirements persist, spike and actualize, because this expansive thoroughfare is self-constructed and individualized. We just need a few traffic signs along the way to keep us travelling in the right direction.

Every class has a unique spirit. Heartbeats speeding up with curiosity and discovery and slowing with reflection. The drive of the class comes not from a singular voice of instruction but a harmony of leadership. Every voice with a purpose and every situation an opportunity for adaptability, adjustability and flexibility. As teachers more so than for students. These are the qualities of a student-centered classroom. These make the pond not simply full of mallards and waterfowl but sparkling with every bird imaginable each bringing with them a perspective all of their own and a beautiful mosaic of plumage and contrast. Choice and voice. Freedom and independence. Just make sure to let each student squack or cluck in whatever fashion they see fit as long as they are not required to always quack.