During the critique of our works our instructor, Aileen, did not say offer an opinion. She later explained that her role was to listen to our discussion, take photographs and observe. She explained that this is “the pedagogy of listening” based on the teaching of Reggio Emilia.
Aileen asked the class the following questions “How should we discuss children’s works? What should we ask and look at in their work? How should we answer their questions?” “What is a critique? What is the boundary of critique? How should I critique a student‘s work?”
In my mind ＂critique＂ is when teachers tell students what they did wrong and/or incorrectly, what could use improving and then helping them to improve. When I critique my own work I automatically consider what I did wrong and consider how to make improvement. It is the time of thinking over what I have done. That is why ＂critique＂ for me is at times painful and embarrassing. From this reason, I try to make “critique” of student’s work positive and to reassure them.
Aileen pointed out that teachers often say to students that “everything is great.” These words can damage children‘s creativity and imagination because they are not receiving substantive feedback. Aileen suggested that we “try to use a more objective and unbiased vocabulary.”
Finally, we discussed the difference of the meaning of teaching and training however, I am not sure about the differentiation of each other.
Following the discussion we started the bookmaking project by using candles. I enjoyed the process of rubbing and transforming textures from handrails onto paper.
A Pedagogy Listening This is a term that was coined by Carla Rinaldi, Pedagogical adviser to Reggio Children. The Pedagogy of Listening underpins the Pedagogy of Relationships.
There are two broad aspects to this approach, but both involve relationships with the social and physical environments.
One aspect relates to learning and teaching, and involves children's and adult's search for meaning and understanding through listening. The second encompasses a political approach, which involves a democratic dialogue with families, the broader community, and culture.
Listening to children’s theories enhances the possibility of discovering how children think and how they both question and develop a relationship with reality. This possibility is magnified when it occurs within a group context that allows for the experience of others to be shared and debated.
“Why do we forget so easily that in order to talk, we first had to learn to listen? (Eulalia Bosch)
This principle together with that of a pedagogy of relationship and communication and collaboration are referred to by the educators in Reggio Emilia as Interdependence, Exchange & Collaboration: a pedagogy of relationships & listening.
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