| Some new research looking at how our daily | | | | our use of metaphors, especially on those days when |
| language, and use of metaphors in our language, can | | | | the classroom feels "like a zoo"! One moment of |
| influence ideas, concept building and create limitations | | | | teacher exasperation can influence a student in ways |
| is developing into new educational theories. We all use | | | | the teacher will never know-so it is important to |
| metaphors. They are a powerful way language can | | | | keep a positive outlook for your classroom and your |
| create ideas because they are so easily understood | | | | students. |
| by most humans. What research has shown is the | | | | Reforming Your Mind and Education |
| impact the use metaphors have on how we learn | | | | Metaphors in are considered barriers to reform in the |
| and how we identify with the metaphor. Teacher | | | | educational system. Why? Changes are trying to |
| Education programs should have teachers in training | | | | address the realities in the classroom. Unfortunately, |
| challenge themselves by looking and listening to the | | | | the overwhelming responsibilities of a classroom |
| metaphors they use and how their intended meaning | | | | teacher and the ever-limited resources of most public |
| and possible literal translation may influence K-12 | | | | schools tend to prevent change and perpetuate the |
| students. | | | | status quo. |
| Metaphors are an important part of English language. | | | | Often, teachers create a climate in the classroom |
| We create meanings and conceptualize reality in | | | | that is based on self-generated knowledge as a |
| many ways by looking at relations or specific | | | | result of specific learning, experiences and |
| meanings from seemingly unrelated situations. | | | | perceptions that their metaphor use reinforces. Some |
| Metaphors actually draw from our human ability to | | | | of these metaphors find their origins in teacher |
| create meaning from stories. Because of the efficacy | | | | education and are carried into professional life. When |
| of metaphors to draw meaning, teachers and | | | | this happens, these metaphors take on a life of their |
| teacher education programs could use this | | | | own and become the teacher's reality and set the |
| overlooked technique to improve their teachable | | | | tone of the classroom. This reality then limits |
| moments. | | | | teaching, learning and reform. |
| When story telling is being used, metaphors enable | | | | This is not an easy approach to take, especially with |
| the audience to better understand concepts by | | | | more seasoned teachers (picture that metaphor!) |
| making connections and allowing the student to draw | | | | who are fully set in their ways of teaching, which is |
| conclusions from their experience of the ideas and | | | | why Teacher Education programs should address this |
| images from a metaphor. Metaphors are also an | | | | part of teacher thinking. Teachers-in-Training can learn |
| incredibly creative form in English and are so | | | | how to analyze their metaphor use and how to use |
| appealing, and effective and often used because | | | | metaphors positively in their classrooms. Not to rule |
| they take us on a bit of a connection journey. | | | | out changes for "seasoned" teachers, professional |
| Teachers who use metaphors effectively can make | | | | development and personal inquiry can help teachers |
| the curriculum much more interesting. | | | | challenge their metaphor use. |
| The resource page at looks at the limitations | | | | Some More -- Additional metaphor examples from |
| commonly used metaphors can create in our minds | | | | TeachersMind.com: |
| and sites some examples of how we identify with | | | | The Standards - This factory-based metaphor really |
| metaphors and how that can influence how we or | | | | has no place in the classroom as it deals with objects |
| our students perceive themselves and their abilities. | | | | and raw materials. Standards are used to identify |
| A Problem | | | | products that are made of uniform materials that can |
| Metaphors can place limitations on thinking by creating | | | | be molded and shaped. This metaphor is inconsistent |
| perceptions that aren't real or that allow students to | | | | with the realities of the classroom and actual student |
| identify with a meaning in the metaphor that may | | | | learning. Students are not factory-created objects |
| not be accurate. Students may limit their ability by | | | | that should be measured against some external |
| how they identify with a metaphor. Teacher | | | | standard for a grade. |
| Education programs may perpetuate the "limiting" use | | | | Raising the Bar - Automatically raising the academic |
| of metaphors just because they are such a common | | | | bar does not necessarily raise teacher expectations |
| and easy to use language form. By not challenging | | | | to give all students an equal opportunity. Before a |
| the ideas of the metaphors we use because they | | | | student can attain this level, she must first possess |
| are common and easy, we may be creating | | | | and refine the fundamental skills involved in the |
| limitations in how we present information. | | | | learning process of a specific subject. Raising this bar |
| Children in particular can understand the meaning of a | | | | for all students may challenge some, but put success |
| metaphor and whether or not the connotation from | | | | out of reach for others. |
| it is negative or positive. The article sites "my | | | | Equal Starting Position - While this sounds like a good |
| classroom is zoo" and "a beehive of activity" as | | | | idea and most people would want this for their |
| examples. The teacher that uses the "zoo" metaphor | | | | children and their students, it is realistically impossible. |
| is probably a bit exasperated and wanting a more | | | | The starting line for all humans is conception, with |
| controlled classroom and probably includes comments | | | | much development and learning happening before |
| on what a relief recess is. However, as real as this | | | | they ever enter the educational system. |
| experience may be, it is the responsibility of the | | | | If reformers hope to change the educational system, |
| teacher not to make the students feel they are | | | | they must first start with teacher education, training |
| contributing to a negative classroom. This is the | | | | teachers to get past the common metaphors to |
| example of how a metaphor is limiting. If a student | | | | understand the realities of human development and |
| feels he or she is "bad" because they are like an | | | | learning. Once this occurs, it will be much easier to |
| animal or feel the class is "bad" because the teacher | | | | make the necessary changes and see the |
| compares it to a zoo, their perception of the | | | | measurable results. |
| experience in that classroom is being limited by that | | | | Teachers! You don't have enough TIME in the day to |
| metaphor. | | | | teach all you need to, so use the tools you have to |
| Alternatively, "beehive of activity" connotes a | | | | make your lessons more effective. Watch this FREE |
| working and orderly classroom. Students recognize | | | | video and download the Expert Guide for the secret |
| the positive connotation of the metaphor and feel | | | | to using educational dvds and videos in the ways |
| good about being a student in this classroom. These | | | | that teach best. |
| are brief examples, but show how we should look at | | | | |