I am a huge advocate of creative lessons and the emphasis in lessons on being assessing students and getting them to practice doing the stuff and not just telling them about the stuff. But I also realise the need for modelling the stuff at appropriate times and of the students’ need to know the stucture that learning will take and the need students have of wanting to be able to have useful resources (which could be their own notes) to take away, study and refer to.
Edward de Bono writes in ‘How to be more interesting’:
It is because people do not know how to handle ‘agreement’ that they prefer ‘disagreement’.
Agreement seems weak and uninteresting. You exert your ego, your importance and your presumed superiority through disagreement…
To disagree for the sake of disagreement is petty, stupid and the mark of a puny ego.
Agreement is encouragement. Why should we not make an attempt to encourage someone in their explanation of a subject? Why should it diminish our own importance to give importance to others?
Agreement does not simply have to be passive acceptance. You should be making an effort to develop, to elaborate and to build upon the points with which you have agreed. You may want to give further examples. You may want to speak from your own experience. You may want to take the concept further than the person who offered it. Think of agreement as a starting-point.
When looking for a diversion/jump in conversation into something interesting use one of the following:
- Interesting special information
- Choice: “would you rather…”
- Speculation “What if…”
One of the best questions to ask of information is “Why is this interesting?”
In ‘How to be more interesting’, Edward de Bono writes:
We can develop a sensitivity to interest.
… this leads to many things
… this is different from normal
… this offers benefits and values
… this suggests a new way of looking at things
… this has direct relevance to human behaviour
… this would solve a particular problem
… this changes the focus
— Maya Angelou (via coolcatteacher)