Digital Natives: Chapter 9

 Its comforting to know that moving towards a partnered or a flipped classroom won't happen overnight, given the old paradigm of memorization and regurgitation..  Teachers need to get better at creating a partnering classroom, and students need to get better as learning in that environment.  Prensky says that coaching, guiding, goal setting, questioning, designing, etc each have their own improvement curve, and its okay to not be perfect at first.. but this absolutely isn't a reason for me to not try the hardest to make it as perfect as possible in the beginning stages. I think the most important thing with improving is flexibility and keeping detailed records. Improvement can then be made through iteration, practice, and sharing.
  If you've ever played a sport, you know that practice does not make perfect.. "perfect practice makes perfect," or "If you can't do it in practice how can you expect to do it in a game." This is the same for partnering. Iteration is the repetition of a process, so although the first instinct may to be abandon something that does work as desired, teachers can improve through iteration. This helps teachers find the best things to practice in their own specific teaching by removing things that don't work, trying new things, and always reflecting. Teachers can monitor their progress, reflect on activities and engagement, and record what works and doesn't work for different students and the class as a whole in journals or on private/public blogs. Iteration also provides variety since teachers are working towards the best techniques for their students and always changing and improving. Student work should reflect their own improvements and progress as well as they become more partnered learners. Conversation should exist between teachers and students about what is working for them and what is not, and how they feel they have improved on their previous work and why. Once a more perfect practice is in place to provide a basis for partnering, students need to be able to practice self-motivation, self discipline, the verbs, and making connections between passions and curriculum. But to do this, teachers need to offer broader opportunities and options by leaving their comfort zone and guiding the students effectively. Teachers can share their experiences and struggles along the way with each other to receive feedback through videos or blogs and learn from each other.
 The more verbs employed in the teaching, the more likely a true partnering classroom can be reached. I think the "flipped classroom" definitely applies to what the level 5 partnering classroom is, where "Students are expected to, and do, find or create guiding questions, do research, make presentations, self-form into groups, complete self-designed projects, lead and participate in critiques and discussions" (170) and help the teacher design classes for maximum engagement. I think as the year progresses, students will naturally move to this level.
 To alleiate boredom its important to get your students opinions early in the year about what they are interested in, what they consider boring, giving them choice and opportunities to interact with each other and different medias as much as possible, and be excited yourself over what you are teaching. I'll never forget a quote from Remember the Titans, "attitude reflects leadership." Students will have a positive attitude if you are constantly improving and reflecting on yourself, come in every day happy and eager, and actively engage them in the learning process. If they are constantly doing things they like, how can they be bored?