Changing the dynamics of the classroom

Elizabeth Hunter Department of Curriculum and Teaching Hunter College City University of New York X W hile many teachers say they accept as axiomatic that the best way to learn to do is by doing (learn interest in writing as a form of expression by forming words and sentences which are perceived as important; learn to make sound decisions by participating in plans being made and then evaluating the results; learn to express thoughts and feelings coherently and logically by having many opportunities for incisive discussion in large and small groups), in practice there is little significant doing in classrooms at all levels. Why is this so, when there are many ways for teachers and students to literally practice subject matter to learn to do by doing? I don't know all the reasons behind this complex phenomenon, but I will suggest two which I believe to be of prime importance. One is that we tend to do as we have been done to, and most of us were students in classrooms where teachers led discussions and lectured. The second, more basic and more complicated, has to do with societal reasons which militate against change. Even when change is desired, it is often difficult to achieve, and our society probably does not want change of real consequence in its schools. Most people are, after all, told what to do by their parents, teachers and employers, and it's more convenient for those in charge to keep things as they are. If our society were truly committed to having its citizens participate extensively in making decisions which affect them, then our schools would more readily become democratic institutions

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