The topic for my third meeting with the Sammy Y group was measuring the speed of minecarts. While for the genetics of sheep session I overestimated the knowledge of my audience, this time I underestimated. The night before, I reminded myself how redstone worked and created a couple of starting gates and such. When I asked the kids if they knew how to use redstone, they erupted with knowledge and described some of their builds. In fact, they had already began laying down rail and running a continuous cart around the base of our location beacon. They certainly knew more than I did. A tinge of concern gurgled in my stomach as they took off laying down power rail before I could even pose the question we were to investigate.
Please forgive the digression from Minecraft while I write about teaching in general. I believe many teachers fail to provide authentic learning to their students because of their belief that they should always know more than the students. Teachers are often fearful of their students knowing more than they do about a topic. Embracing what students know relieves teachers of this pressure and allows teachers to capitalize on a student’s knowledge or expertise in order to take the student’s learning to the next level. Moreover, students love teaching the teacher, and adults for that matter, (see Kids Teaching Adults Minecraft), and ironically, this makes teaching the real students easier. End of digression.
Teachers would be better teachers if they let the students be the teachers.