|Duck by Spiff_27 CC-BY-NC|
world worked, a theory of a
|Frankenstein (1931) by twm1340 CC-BY-SA|
I don't think that there is a teacher out there who will tell you that the predictable classroom exists. Teachers do influence a lot of factors within their four walls---everything from the physical layout to the behavioral routines. We can give teachers all of the tools---talk to them about classroom management, grading, instructional models, curriculum materials, and more---and instructions to build the duck---but it will never be a living breathing classroom.
|Mandelbrot Fractal by Patrick Hoesly CC-BY|
from the few hundred years of scientific thinking that have occurred in the meantime. Maybe the ed schools don't need to go through all of the same growing pains. Should we look at classrooms within the context of
When you get down to it, all of this is really about what it means to be a good teacher. I don't think that this is as simple to point out as identifying a duck. In my own mind, I look at good teachers as those who not only have their content and pedagogy at hand, but also the "spark" of being knowledgeable about themselves. We are not automata. Teaching is an intensely personal experience and practice. I don't know if or how we make that part of teacher training---how we acknowledge and nurture the spark. I do think it's important that we look closely at what we do in our teacher ed programs and continue to move away from the idea of the clockwork classroom.