Why Are We Doing This?

As a teacher, one of the most common questions I hear is, "Why are we doing this?" It's a question that's tempting for a busy teacher to brush off. But it's a question I try to take the time to answer, mostly because I remember how much I wanted it answered as a kid. I do my best to explain why I've planned a particular activity or assignment. I find that these kinds of explanations help students feel less like pawns in a game.
 
As important as it is to explain what the rules of the game are, teachers and students also benefit when students are brought into the discussion of what the rules of the game should be. In my middle school classes, I use Google forms to ask students for feedback on pedagogical approaches I've used, and I sometimes alter plans for future lessons based on their feedback.
 
For my high school students, I take it a step further by letting them make the pedagogical choices. As part of their final, each student is in charge of preparing a lesson for the class. This assignment has sparked conversations about what useful and engaging teaching looks like. For example, initially many students veer toward lessons that would be easy to execute, like showing a video. But when asked if watching a video is the best way to engage the rest of the class and help us learn the material, they concede it probably isn't.

Why do you think many teachers are hesitant to make pedagogy more collaborative and transparent to students? What ways might you employ a more transparent and collaborative pedagogy or administrative style? 

Meredith Stewart teaches 6th grade language arts and 6th and 12th grade history at Cary Academy, Cary, N.C., and is a 2011 Annual Conference Scholar. She blogs at http://meredithstewart.com.