I have been reading Clive Thompson’s Smarter Than You Think, and though only a third of the way through, I am thoroughly enjoying the experience. In his Public Thinking chapter, Thompson sets out a description of a digital role that struck me as apropos to the responsibility of teachers during the class period in a 21st century classroom.
Thompson lauds Ta-Nahesi Coates’ personal blog that addresses sensitive and challenging topics, but receives hundreds of comments that are “amazingly abuse-free.” Thompson cites “the work Coates puts into his discussion board” as the reason comments on his posts are insightful, and the debate “transpires civilly without name calling.” Thompson describes the work of Coates as that of a tummler, a term coined by Deb Schultz, Heather Gold, and Kevin Mark. Thompson explains a tummler, like Coates, manages a social (often digital) group through a “mix of persuasion, listening, and good hosting, like someone skillfully tending a bar.” Creating my own marginalia, I underlined the phrase “like someone skillfully tending a bar,” and added “or a skillfully managing a classroom.” So often I walk through classrooms observing teachers struggling to find that critical balance between the independence given to students through technology, the modern movement of the student role from passive consumer to active participant, and the students’ Vygotskyian need to receive direct instruction or feedback from a more knowledgeable other. Instead of teacher, we embrace the role of instructional designer, which essentially describes the work of planning and preparation done before students ever enter the classroom. But exactly what – in this new era of instructional design – are teachers supposed to do when students are in the classroom, and the well-designed plan is being implemented? In my observations in many schools and across many classrooms I find instructional practices are mixed. I observe some teachers giving way to the computer. They place all student work online and then fall into focus on their own screens. Or, as students work with near complete independence on devices, teachers take the mantle of warden - actively monitoring the room for any student who may need to be reminded to “get back on task.” Conversely, some teachers, believing students can access information on a device “on their own time,” take full rein of the classroom, lecturing for entire class periods to “tell students everything they need to know.” Some teachers, in an effort to be everything to everyone, move through each of these approaches within a given period. It feels as though we’ve yet to fully find that “sweet spot” as we wrestle with the new descriptions of teachers in the classroom. Are we facilitators who put all information in front of the students and sit back hoping they are independent enough to pick it up? Are we sages on stages, waving our own expertise in front of students like a banner to assure they “get it all?” Perhaps the best explanation of a teacher’s role during class is exactly like the work Thompson describes - that of a tummler. Tummler is a Yiddish term describing a person who gets things going, keeps everyone engaged, and even helps connect people. In the book, Schultz is quoted describing tummlers as “catalysts and bridge builders. It’s not about technology. It’s about the human-factor.” Thompson explains tummlers “know how to be empathetic, how to draw people out.” Just like Coates’ monitoring and actively engaging in the comments on his blog, the role of teacher tummler is one of active work- not a state of being. It takes effort and tenacity to keep all students engaged by managing the human side of learning. It’s much easier to require students to sit and do work, assuming no noise is success. It’s easier to criticize students at the conclusion of a period or project for “not getting things done” as the bell rouses us from our own internet searches. It’s easier to outline our roles as the “provider of instruction” and let the effort stop with the lesson plan. It’s easier (and often personally enjoyable) to lecture on topics that stir our passion to students who are willing to tolerate the time until the bell. Perhaps because we’ve never clearly defined the role of the teacher during the 21st century class, we aren’t able to communicate what it means to do it correctly. On their weekly podcast, Tummelvision, Schultz, Gold, and Marks explore how to connect people in a networked (educators read 21st century) world. Although all episodes are exciting, the earlier episodes develop the idea of tummeling, and can help us flesh out this idea of strategically spending our time with students fostering engagement. I encourage you to check it out! Over the next few weeks, we’ll create our own rubric for the teacher tummler. We’ll look at the social side of students including trauma informed training, the role of students and teachers in Schlechty’s learning organization metaphor, and data collection through peer observations. Together, we’ll create the definition of what it means to get everyone engaged in learning as a teacher tummler.
25 Comments
Whitson
1/14/2019 08:01:14 am
This is a very new way of being and it will take some significant paradigms shifts to change from the ways that we were taught to conduct ourselves in the classroom to the role of a tummeler. However, I am excited that North Rowan High is embarking on this new way of creating a more student centered classroom that should serve our students well.
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Ashley Miller
1/14/2019 08:05:23 am
I find that another issue is that all students do not need or want the same “part” of me simultaneously. Some want me to be the sage. Others want me to tutor. Still others want me to leave them alone so they can work independently. The other conundrum is sometimes students need things they do not want. We can only control what we do. We can’t truly control anyone else.
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Vanderslice
1/14/2019 08:49:33 am
This "new era of instructional design" is at times confusing for me. It seems a balance of old and new teaching methods. I am tumbling toward a more student centered classroom. More PBL.
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Sousa
1/14/2019 09:01:28 am
I find I don't have as much problem with the problem based learning as I do meeting the needs of each individual students. Each student needs me to be different things and finding the middle ground is difficult at times. Often times, they need to be encouraged or pushed to think on their own. Many find this scary and difficult at first.
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1/14/2019 09:42:11 am
A little confused with what tummeling actually looked liked so I did a little research on my own.
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Emily
1/16/2019 10:53:23 am
The visual of us "stirring" the classroom is great! I agree that this is what educators do everyday in some capacity, and that not everyone needs to do "a song and dance" for learning to happen. However, I do believe students have specific needs to foster learning. When we are tummlers in the classroom, we are "empathetic and draw [students] out," we encourage students to speak and we facilitate questioning, we are teaching to those specific needs in a meaningful way. No song and dance needed!
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Miranda File
1/14/2019 09:58:58 am
I do struggle with finding my role within the classroom. Because of the nature of our course, I definitely don't feel as though I'm a sage on stage! There are many times we are working and learning alongside the students. I love this idea of being a tummler and am curious to hear others' ideas. I believe to find the "sweet spot" we need to focus on relationships with students. I've found that when students feel comfortable making mistakes in front of us, they are more willing to do the work.
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Lori Gray
1/15/2019 03:57:24 pm
This resonates with me as an art teacher who gets the damaged goods. The mindset, "I'm not good at art" wasn't imagined. I agree, a comfort zone is paramount!
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Whitson
1/18/2019 04:49:29 am
You hit some key points. I think that we don't always know what to do in our positions as we are still "working it out," but I do like the fact that we can personalize our instruction with students in this role.
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Benjamin Butchart
1/14/2019 11:25:01 am
I think there is a still a place for all of those teaching styles, depending on the classroom, school, administration expectations, etc. Feeling blessed to be where I am.
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Neil Pifer
1/14/2019 12:49:04 pm
I like this line of questioning, Ben. I also am trying to find that balance of culminating experiences with the joy of gaining knowledge. Students wouldn't self-report that they like gaining knowledge, but they REALLY like being the expert in the room on a particular topic. Not every lesson can be a mountain top experience, but how do we engage students just a little better with each lesson? These posts are an interesting deep dive into this last question.
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Brannon
1/14/2019 03:08:50 pm
"Thompson explains a tummler, like Coates, manages a social (often digital) group through a “mix of persuasion, listening, and good hosting, like someone skillfully tending a bar.”
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1/15/2019 10:42:25 am
Teachers and students are in an ever changing arena. We are constantly being challenged and instructed to adapt, embrace, and accept new or different instructional designs. We must allow a certain amount of time for this to occur. True transformation takes time!
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Whitson
1/18/2019 04:50:38 am
You definitely hit a key point about change and transformation taking time. Also, sometimes, we need to have others who can steer us in the direction that we need to go.
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Wm Fuller
1/15/2019 12:21:34 pm
As a youth leader in the church, I feel this pressure every week. We use an app to communicate about the lesson we had the past Sunday as well as what is coming the next Sunday. They like knowing a piece or two before they get there to prepare themselves and get the wheels turning. They try to guess what we are exactly going to do and sometimes I use their guesses to entice the class. It makes it easier on me to see what they are thinking and it makes them feel good to know they guessed a small part of the lesson even though the truth is they gave me the idea. The fun part is putting passion behind the lesson that is given by the gift given to me by the creator. In other words, know your students hearts and be passionate toward them. This is what I got?!
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Cynthia Coleman
1/15/2019 01:06:34 pm
I think finding the balance in how we teach is difficult. Some topics/courses tend to easily lend themselves to a specific teaching style. We also must recognize taking the easy way may not be the best way for our students. Teaching is not a "one size" fits all. Incorporating different approaches within and between lessons can help keep the engagement of students. Additionally different approaches better suit different students. The struggle for me is being able to keep a pulse on every students while incorporating different teaching styles and finding a balance within and among the lessons.
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Leigh Ann Alexander
1/15/2019 02:28:22 pm
In order to facilitate learning for all the different intelligence types and personal needs of our students we must all be tummlers. It is also the way I most enjoy teaching. As we begin the new semester, I find this is a time that I struggle as I don't know the students well enough to know the methods that serve them best. One of my PDP goals this year has been to improve my knowledge and fluidity using technology in the classroom. I use it everyday in more than one way. However, I struggle because I am not an expert in some of my favorites. I find myself constantly going to other "bartenders" for assistance making drinks. I think this comes from me wanting to teach my students to make their own drinks when I am not an expert when there is an issue.
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Kym Melton
1/15/2019 04:02:10 pm
I think that the ever changing dynamic of student/teacher is one that needs to be changed often. In my practice, I am guilty to all of the above methods, and believe that my students drive those needs. I like the idea of tummeling, but also know that in training the teacher, the teacher must train the students. As another colleague stated, we must be what they need: some want a tutor, some need independent time, and some really need us to be the sage. I know all practices must intermingle to find the perfect ratio for our practice to be efficient and conducive to learning. I look forward to the challenge and better ways to master my skill.
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Lori Gray
1/15/2019 05:20:05 pm
I understand this “Weebly” and I love that it has me thinking about 21st century learning. Yes, we are engaged and bouncing ideas and thoughts off of each other. But, we are able to do this because it is done at our leisure and we are not face to face, pressured to respond? So, maybe this is the point?
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Bryan Mills
1/15/2019 08:12:28 pm
paradigms shifts
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Allen
1/16/2019 05:13:27 am
I think it is interesting that the idea of autonomy in the classroom is not something that is mentioned within this context. We are each a tumbler in our own way and each of our own classrooms! I am excited to see how this idea and rubric play out for the rest of the year!
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Sheila Weidner
1/16/2019 05:32:32 am
I find that I am struggling with this balancing act in the classroom. There are those that just want me to give them the book work and to leave them alone. While others like the sage teacher.
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Yoder
1/16/2019 09:15:34 am
I like this...I try to balance the warden-like-structure versus letting the students run.. I am slowly getting there but open to ideas that foster the tummler mentality.
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Carter Skotthy
1/16/2019 10:21:17 am
I think that finding a good balance between taking full reign of your classroom and lecturing, and taking a step to allow for students to discover knowledge on their own is tough. There is a time and place for lecturing, sometimes information is best transferred from teacher to student in this way. That being said, allowing a student to discover information on their own is very valuable to their learning experience. If a student is able to identify information through their own research, they get a sense of accomplishment that is not gained through listening to a lecture. I am certainly guilty of sometimes just putting student work online and taking a step back. I think this is because I am still trying to identify exactly what my role as an instructional designer is. With time I believe that I will be able to find and establish a good balance between letting students independently learn and stepping in to give direct instruction to the class.
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C. Brown
1/16/2019 11:02:49 am
Hi. I sometimes wonder about the gap that seems to persist in background knowledge. If thinking (working memory) occurs when we process new information (environment) in the context of prior learning (stored in long-term memory) (see D. Willingham, Why Students Don't Like School), the students require background knowledge to think effectively. I often start out with a discovery-based STEM lesson, only to find it devolving into a teacher-led review of some prior skill. I like thinking of myself as a tummler though. Good word.
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AuthorMeredith Williams is the principal at NRHS. A graduate of NRHS and an community member, Mrs. Williams is invested in the success of the NRHS student population. ArchivesCategories |