Think People and Passions Rather Than Classes and Content

This chapter makes me think more about my SS’ realities. It takes a great deal of awareness and willingness to consider my class as a group of individuals rather than as a group per se. Here prensky encourages instructors to rethink their roles as teaches and also to provoke the environment for learners to reconstruct their roles and behave consequently. Once the learner is engaged in class dynamics to the extent of bringing their passion into a class environment, a context otherwise boring, she or she is more responsible for the class success.

The question is then: How do I learn about my Ss passions? Prensky suggests teachers to collect data by means of informal and individual interviews. Ts are expected to take notes and plan accordingly; therefore if a  student is passionate about graffiti I could take advantage of this and differentiate learning by means of debating graffiti unlawfulness when the time comes to learn modal verbs. In my personal experience I become friends with my Ss on facebook and pay attention to their postings, this helps me connect my class content to what they actually think or believe.