V. Jean Ramsey

Being in the Classroom

This article distinguishes among classroom experiences based on doing something to students (emphasis on teaching), doing something with students (emphasis on teaching and learning), and being with students (emphasis on learning). Being moments and being classes result from states of mind rather than pedagogical techniques. Thus, redefinitions are offered for how learning occurs, the role of the teacher and students, and the nature of classroom interactions in being classes. The authors’ hopes for the readers are that they will increase the being moments in their classrooms and that when they are in a doing mode, it will be from a perspective of awareness and informed choice rather than default.

Beyond Self-Directed Learning: A Partnership Model of Teaching and Learning

A model of teaching and learning is described which distinguishes between self-directed (where the focus is on autonomy and independence) and partnership learning (where the focus is on developing meaningful partnerships between teachers and learners that encourage both self-direction and cooperation in learning). The model has three dimensions: control of choices in learning, types of learning situations, and approaches to learning. It is suggested that both teachers and learners need to rethink the learning process, recognize multiple-almost unlimited-opportunities for learning, and develop the skills to become more effective at learning with and from others.

Learning Journals and Learning Communities.

To build learningcommunities, teachers must become colearners. Everyone must be a teacher; all must be learners. One mechanism for developinga learningcommunity is for us to be more purposefully reflective about what we do and to use learningjournals for ourselves, not just for students. This article describes the learningderived from the author’s writingand sharingjournal entries in a graduate course on learningorganiza tions. Excerpts from student feedback on the author’s journals further illustrate the benefits of keepinga journal.

A Typology of Intergroup Competencies

The authors propose a theoretically and empirically grounded typology of 14 intergroup competence skills that may be applied across social group differences. The skills are classified according to two dimensions—approach (reflection and action) and focus (self, relationships, context, and organizational patterns). Self-related skills include becoming aware of one’s cultural values and assumptions, committing to personal change, processing emotions, and reframing one’s mental models. Relationship skills include empathizing with multiple perspectives, differentiating intent from impact, engaging in inquiry and openness, and engaging in responsible feedback. Contextual (critical consciousness) skills include connecting the personal to the cultural and societal and addressing dominant/nondominant group dynamics. Organizational skills include identifying systemic patterns, identifying one’s role in perpetuating patterns, surfacing undiscussables, and advocating and engaging in systemic change.