Letting Go

One of the hardest things to do in life is to "let go". I am not sure if I can "let go", however I do agree with Wiggins (Great Teaching Means Letting Go). I completed a teaching self-reflection last month that reveals some things about my teaching methods that I did not want to face up to. The poor student scores on a district-wide assessment lead to my self-reflecting moment. I wanted my students to answer questions using grade-level appropriate vocabulary and to carry on standard-based conversations with each other in the classroom setting. Assessing my teaching methods showed I was receiving the exact, regurgitated answers my low-level line of questioning prompted. I read the article and all of sudden the light-bulb went off and I saw my issue and the solution as well.
To develop my student's autonomy and improve their transfer skills I must stop prompting and over-scaffolding. I have allowed and enabled my students to stop thinking and have handed them crutches when they should have been walking unassisted. The crutches have not allowed authentic learning to be achieved in my classroom. I am preparing them for the big performance, but not in an effective manner. I have given them the script and practiced, practiced, and practiced, but not allowed them to draw on their own prior learning. As a result they are unable to ad lib. I must let go and let be, and trust I have prepared them for the performance and that they will make it their own authentic performance. The use of technology allows them to express their creativity more than a worksheet or non-interactive presentation. Introduction and use of technology in the classroom should allow autonomy of learning for my students and start the move from scripted, prompted learning.