This week I ran across a blog that introduced me to a new phrase, which I now love: behavior for learning. The writer differentiates between 'good
behavior' and the types of behavior necessary for learning to occur. His point: when a child sits quietly and follows the
teacher's instructions, she is being 'good'....but is she really
learning?
I read the blog with a smile on my face,
envisioning the four-year-olds I work with at the piano. Their behavior is inquisitive, energetic,
often loud, mostly messy. Our piano
lessons are the opposite of what I've been told to call 'good' behavior. And yet, if the attending parent expresses
concern that the child is 'not paying attention' or is 'acting out', my response
is: Great!
My overall philosophy of teaching and learning: Let's get our hands
dirty, let's make a mess, please--anybody?--let us have an experience. There is, after all, a difference between
'out-of-control' behavior and 'engaged' behavior, and engaged behavior is what I
want. Always. It's behavior for learning, and learning is
my goal.
Messy energetic
learning might be easy enough to envision when considering four-year-olds, but
what about our college classrooms? Is it
possible to create a classroom where college student behavior expresses
learning, for learning, is
learning? And if so, is it valuable to
do so?
If we answer YES, then the remaining question
is: How?
In
other words:
What is required from you, the instructor,
in
order to see behavior for learning in your classroom?






