Feedback for Teacher Learning (David Brazer)
David Brazer is a practitioner/scholar. Teacher and high school principal, Brazer has also been a professor at George Mason and Stanford Universities. He is now Director of Professional Learning at TeachFX.
A few years ago, I met with Jamie Poskin the founder of TeacherFX and former graduate student of Brazer’s at Stanford. After showing me graphic displays of teacher talk, he asked what I thought of the tool for teacher learning. I was impressed with its possibilities but at the time pointed out a series of shortcomings, especially around analyzing the kinds of talk both teachers and students engage in.
In this guest post, Brazer describes how he got involved and where the device is now. Like Brazer, I find this tool most useful for those teachers who seek self-improvement through analyzing how they teach. *
Teachers talk a lot. Hattie (2012) claims they talk 70 – 80% of class time across grade levels. In contrast, students talk very little, even when they’re talking in groups. But secondary teachers frequently tell me that students love to talk, just not about class content. The result is often an emphasis on classroom control that keeps students quiet, causing many to disengage. Students’ love of talking presents an opportunity to engage them in learning instead of controlling their behavior. What if teachers could harness students’ talk energy and see how that influences their engagement? Would teachers modify their teaching and talk CONTINUE READING: Feedback for Teacher Learning (David Brazer) | Larry Cuban on School Reform and Classroom Practice
