This critique of whole class instruction poses some helpful questions and suggestions for language and peace educators. The writer describes the weaknesses of speaking to the whole class, whether for giving directions, engaging in class discussion, or presenting content. As a solution, using the “flipped” model is suggested, with a description of some specific tools.
What do you think of the writer’s stated goal that “every moment in the development of young people in schools is fully inclusive”? What might this look like in a language class? Might this approach connect with traditional Anabaptist communities’ emphasis on the individual as part of the whole (i.e. priesthood of all believers, baptism on confession of faith)?