My buddy, Socrates, and I...

The Showalter article’s description of the Socratic approach to teaching literature puzzled me, because how my students and I proceed through that process looks rather different. Our discussions are not geared towards predetermined ends. We make it a point to stay open to new ‘takes’ on the readings. I also take much of the teacher directed aspect out of the discussions. I don’t talk, I let the students do all of the talking. I do give them a grade based on the quality/quantity of their input, but I’m generous. :) Occasionally I provide some big scoped, deep questions; but once students get an idea of ‘the type’ of discussion that’s expected, they take over from there. In some ways what we call a Socratic Seminar resembles the spirit of Parker J. Palmer’s open hospitable, spiritual learning space (mentioned in the Showalter article). Because of this atmosphere, my students last year nicknamed the Socratic Seminar, calling it Socratic Love Circle). I told them they couldn’t call it that because I’d start getting weird questions from their parents about what I was doing with their kids here at school. :)

I also like the eclectic preparatory approach. I don’t think any teacher wants to look like a dumb ass; but given stressfully short amounts of time to prepare quality lessons, I see it happening too often. I do elaborate on the ideas that my students have raised during Socratic discussions, but I usually only give myself the last five minutes of class because it’s so much more enjoyable to watch them stumble across the ideas themselves. I should mention that I’ve only used Socratic Seminars with my high-ability students, but I’ve almost gotten brave enough to try it with ‘regular’ students.

Based on the way I’ve learned and used the Socratic discussion, it seems that Socrates wouldn’t be down with teaching conflicts. Our discussions aren’t debates, there’s no winner, no losers, only ideas. Since they’re seventh grade students, of course, judgments are made during discussion, and to be frank, they’re probably necessary. Yet, we’ve encouraged an environment where you don’t judge too quickly. It seems like the best questions don’t have easy, clear, immediate answers anyway.

I briefly want to put on my persona hat though. I’ve made it a point to share my writing with my students every time that I give a large writing assignment. It took me a while to get used to the intimacy, and it is somewhat scary, just like hooks describes it. However, I hear absolutely no grumbling about the length of assignments, students have a better understanding of what I expect, and for some strange reason, they’re interested in me… oh, and my writing too. :) I think students sometimes don’t believe that we as teachers can even complete the assignments that we give them. I guess it’s kind of like proving that you can walk the walk after you’ve talked the talk.