CHAPTER 3:

As states in Chapter 1, most of today’s teachers are “trained to talk” at students and not necessarily take student thoughts and opinions into consideration. The partnering roles of “teacher as coach” and “teacher as guide” are in complete contrast to the aforementioned model. These new roles rely heavily on student feedback (with very little teacher telling) and strive to make students better and more prepared young adults. Students must be willing to “take the journey” created by innovative and energetic teachers who see themselves as only facilitators and providers.

Also stated in Chapter 1, students must hypothesize, explore, research, self-monitor, self-correct, discuss, think, review, as well as any other process that might help them take control of their own education. Partnering allows students to follow their passions and to learn helpful “real world” skills. This is particularly true of technology skills that this new generation has grown up with.