From the archives, September 14, 2005:
What I realized more clearly last night is that for many teachers, the idea of teaching kids to be able to access information and find mentors and communities of practice basically means teaching themselves out of their jobs, at least as they know it. I mean, at some point, we’re going to have to let go of the idea that we are the most knowledgable content experts available to our students. We used to be, when really all our students had access to was the textbook and the teacher’s brain. But today, we’re not. Not by a long stretch. And we don’t need to be. What we need to be is connectors who can teach our kids how to connect to information and to sources, how to use that information effectively, and how to manage and build upon the learning that comes with it. That’s a much different role than “science teacher” or “math teacher.” Now I’m not saying that subject matter expertise is irrelevant and that there aren’t core concepts that discipline specific teachers shouldn’t teach. But they should be taught it a much wider context, not in the fishbowl this is our traditional classroom.
It still strikes me how little this conversation seems to have changed, over the past 11 years in this case. How many teachers currently see themselves as connectors? As curators? As models for learning?
I wonder what I’ll be writing about this 11 years from now…