A Changing Constructivist View

On page 102, Brooks and Brooks assert that, “…becoming a constructivist teacher is not as overwhelming as many teachers think.”

I am beginning to believe this statement to be true, and I am surprised by my change in thinking!  Some of my initial reactions or concerns about becoming a constructivist teacher are still present.  Is there time during my day for the discovery needed?  Am I wiling to give up control of the classroom?  How will I keep curriculum that is scheduled for the year on pace?  Will it create behavior concerns?  What about those students who do seem to “learn” well under the model of teacher handing out the information, student completing a worksheet, taking a test, and showing learning?  How do I assess a grade on an ongoing investigative project?  Am I smart enough to know the questions to ask to further student understanding?  Becoming a constructivist teacher and having a constructivist classroom has been an idea that I have had difficulty wrapping my mind around since the beginning of this class.  I have not been able to even think of ideas to implement.  But as I corrected papers last night, and students didn’t show understanding of the language concept taught, I asked myself “In what other ways could this material be presented?”  I am excited to try out an activity that I believe is at least a little bit constructive.

In thinking that I could never be a constructivist teacher, I have to ask myself, what about the students in my classroom who are not showing mastery in the skills they are “learning” in a more traditional style?  What about the students who are not engaged in discussions, either in voice, posture, or excitement?  I have disengaged students in my classroom. My concern for them, as well as for the other students, is that they learn something they will be able to retain for more than the upcoming test.  It is for all of my students that I am willing to try to become a constructivist teacher.