Do You Have 21st-Century Skills to Help Your Students Succeed?
Do Your Students Have 21st-Century Skills to Think for Themselves?
The Power of the Socratic Classroom has the answers you are looking for—answers that will supply the strategies to show students how to succeed into the future. A future that has unknown products, unidentified jobs, and unanticipated challenges.
In Socratic Seminar, teachers shift to the role of facilitator, where they help their students develop the collaborative interpersonal skills, the critical and creative thinking skills, and the speaking and listening skills to face the upcoming challenges of the 21st century.
Charles Fischer has taught in public and private schools in a variety of settings, from rural Maine to inner city Atlanta. In the past 20 years, he has worked with a wide range of students from 4th grade to AP English and has been nominated for Teacher of the Year four times. He has his Master’s degree in Teaching & Learning from the University of Southern Maine, and received his B.A. in English Literature and Creative Writing from Binghamton University. His fist novel, Beyond Infinity, won a 2014 Independent Publisher Book Award bronze medal (YA fiction). His areas of expertise are in Socratic seminar, dialogue, listening, inquiry, and critical & creative thinking. He is currently working on a three book series focused on all of these territories.
When I follow up with teachers who have had a disastrous Socratic Seminar experience, the culprit is almost always consistency. These disasters frequently occur when teachers only have a few seminars per semester, so there is not a clear end in mind for the students. The group often stays in the storming stage of development where individuals compete for attention instead of working together as a team. Teams need time for cohesion and seminar groups are the same way. If a team only practiced eight times a year, you wouldn't expect a lot of growth. Socratic Seminar groups are the same way. Consistency is key.
The Power of the Socratic Classroom
Be cautious about using Socratic Seminars intermittently without building toward goals. Because students need practice at working together and developing the necessary skills for successful seminars, only occasional practice (less than every few weeks) can be counter-productive. As Strong indicates: “If the conditions for improvement do not exist, it is much better not to practice seminar at all than to drag students through meaningless, unproductive class periods.” In my experience this is because intermittent practice will likely keep the group in the storming stage of group development.