“TEACHER” AS A COMMONPLACE, II
If one is considering the introduction of a different way to teach something, be it in terms of content or how the content is taught, an initial question one should consider is: how willing is the affected teacher corps to cooperate with that change? That is: if those teachers are introduced to a new perspective or construct in the teaching of government and civics, will they “play” along with what is introduced?
Obviously, there would have to be a certain level of instruction – in the form of in-service training – which would introduce the construct and give teachers, in a non-threatening setting, a chance to work on the proposed changes by developing or adapting appropriate lessons. Generally, teachers should be given the opportunity to deal with the construct’s assumptions and elements.
A key element of the proposed construct, the liberated federalism model, would be its reliance on higher level thinking instruction – beyond recall and superficial application. This shift by itself can cause a significant challenge and yet there is more. With its call for a significant change of perspective in its content from a strong individual view to a communal one, this can be quite transformative.
There has been a long line of writers addressing this concern. For example, of recent efforts, Rahama Zayid Al-Yahyaie, et al. point out the elements of this challenge[1] and Joseph J. Onosko, back in 1991, gives his readers a good overview of it.[2] Onosko outlines a list of barriers that could make the adoption of the proposed model difficult.
The barriers are:
A prevailing view among teachers that teaching is basically narrowly defined by the practitioners as transmission of knowledge.
A perceived duty among teachers of most secondary courses is to cover the course content broadly and superficially (what this blogger sees as covering a course’s textbook).
A generally accepted estimation that students can meet only low expectations.
A belief that large numbers of students in a classroom make reflective teaching exceedingly difficult.
There is a prevailing lack of teacher planning time.
And a prevailing culture of teacher isolation that precludes collaborative efforts among teachers and which makes successful higher order thinking instruction initiatives have a limited effect on other teachers.
These negative characteristics can be crucial in attempting to institute the kind of fundamental change called for in this account. These are the same barriers, though, that would meet any attempt to reform curricular offerings in which the materials call for reflective thinking.
Such interaction is essential to learning, according to Zayid Al-Yahyaie, et al. But this does not lessen the burden, nor the obstacles, of trying to convince teachers that what is offered is viable and in their best interests and that of their students, their community, and their nation.
[1] Rahma Zayid Al-Yahyaie, Mohd Mokhtar Muhamad, and Hussain Ali Alkharusi, “Barriers to Teaching Higher Order Thinking Skills to EFL School Learners: A Systematic Review,” International Journal of Academic Research in Progressive Education and Development, 11, 2 (2022), 784-801.
[2] Joseph J. Onosko, “Barriers to the Promotion of Higher Order Thinking Social Studies,” Theory and Research in Social Education, 19 (1991), 341-366.
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For Danny, gravity is a suggestion, but when he's human he prefers to feel ground under his feet while he's thinking. This leads to him often not realising he's started walking on the wall or ceiling when he's lost in thought or otherwise distracted.
Tim's definitely normal human friend Danny, pacing on the ceiling during his third visit at Wayne manor: [ranting about something, probably defending his love of weird flavour combo milkshakes]
The Batfam, silently debating how they're gonna break it to Danny that he's a meta: ........
Tim's eyes follow Danny as he starts pacing around the table, his homework abandoned on the table. His voice is becoming sharper, and his words are strung together more as he continues. He noticed that he became less aware of his surroundings when his friend started going on his rants.
Watching Danny's body language become slightly less human was fascinating. It started with his eyes—if Danny felt angry, they would glow green. Tim always knew when to cut back on his teasing whenever he saw the flash of green, no matter how brief the green was.
When Danny rants about something that upsets or makes him sad, his voice gains a particular echo. It is almost as if he is slowly walking into a cave.
There were times when Danny got excited or happy; his hair would start to puff up slightly. This reminded Tim of when he would rub a balloon on his hair to study the positive and negative charges.
Danny's hair didn't flout straight up, but it was electric enough to be noticeable if you paid enough attention.
It was as if his emotions affected his physical form like a mood ring. Tim could always tell what Danny felt by watching for the little effects.
All these little things were easy to hide. Most people noticed less than Tim did, but there was one little quirk Danny did that was rather hard to miss.
"What if we talked about the effect of well-lit street lights on crime rates?" Danny asked, striding up to a wall and casually pacing on it. He continued to think out loud, with his eyes closed, as he made loops on the ceiling. Tim needed to pay more attention to the subject of their presentation, but he was somewhat distracted by how Danny's hair and shirt defied gravity.
They stayed perfectly in place as if his friend were still on the ground and not upside down. Tim wondered if his powers were less flying and more gravity-shifting.
It would also explain his lower degree of super strength if he could manipulate gravity. (Tim didn't care what Danny claimed in gym class. No regular human could lift two punching bags like nothing, especially for something as casual as cleaning up)
Or maybe he was able to move in a fifth direction. From his perspective, while Tim was stuck in 3D, Danny could move in the fourth and walk on the ground. It would explain why he didn't notice he had stepped on the walls or ceiling. To Danny, he never left the floor.
"No, that wouldn't work," Danny mutters, making loops around the chandelier. "What if we...but then that would mean...."
Tim couldn't make out most of his words, but that was fine. Danny also tended to mutter under his breath when he was deep in thought.
He cranks his neck back, eyes tracing the way Danny seemed to strut around as if he was out for a walk on a nice sunny day in the park. Carefully, making sure Danny was too distracted by his thoughts, Tim aimed his camera phone at him.
He takes a few photos and then opens the family group chat.
Tim: I need advice on gently telling a friend something that may change our friendship. I've tried to say it to him before but he doesn't seem to get it.
Jason: buy him some flowers and write him a poem. He'll love it.
Steph: That's terrible advice, Jay. No one does that anymore
Jason: No one has class anymore, you mean. Besides, boys deserve to be romanced, too.
Dick: Just tell him how you feel, Tim! Be direct and make sure you use the words "I like you romanticly." Sometimes people don't understand you're asking them out.
Damian: Do not bother me with your failed courtships.
Duke: Maybe don't go as far as Jay said, but Dick's right. You have to say, "Go on a date with me" or something.
Steph: Try the bend and snap! It's Elle Woods-approved!
Tim: No, that's not what this is about. I need help telling Danny he might be a metahuman with Superman-level Power.
There is a long pause before his phone vibrates again.
Damian: I beg your finest pardon?
Bruce is typing.....
Tim: He's friendly! He just has yet to notice that what he does isn't regular.
Jason: Wait, isn't Danny that kid we saw you at the ice ring with? The one that snuck up on Cass by accident?
Tim: Yes
Multiple people are typing.....
Tim briefly glances up to see what Danny is up to, and he is surprised that Frost has started developing in his footsteps. That's certainly new. He attached the photos to the chat, sending them off as Danny slowly floated back down.
He watches as his friend flips horizontally in mid-air so that he's standing upright when he lands. His hair is starting to puff up again, so he is not surprised when Danny's eyes snap open with a gleeful glint in them.
"I figured it out, Tim!"
"That's great," Tim tells him with a smile as Danny eagerly returns to his seat. He is babbling about the solution to their government class and how he knows he can get their proposed bill passed with the correct narrative.
Tim watches frost develop around his pencil and chair. Fascinating. Does that mean excitement? He almost forgets about the family group chat while attempting to figure out what emotion Danny is experiencing to connect to frost that he missed a few messages.
Bruce: Tim, where are you?
Bruce: he made Cass jump because she didn't hear or see him coming. That's worrisome.
Bruce: He could be dangerous
Bruce: Where are you
Bruce: Tim, answer me
Bruce: Timothy Jackson Drake, answer the phone right now
Dick: Oooooohhhh middle name
Damian: They are in the left-wing dining room, Father. I already have a visual on them.
Damian sent a photo of two teenage boys sitting at a table, bending over to look at a book together. Papers and pencils are scattered around the stranger while Tim's trusted laptop is in front of his part.
Bruce: Good. Keep them in sight at all times and report any suspicious behavior.
Damian: Naturally.
Steph: No DNA test is needed
Duke: Literally.
Cass: I am confused. I thought we all knew Tim's boyfriend was not human?
Jason: We did not, in fact, know that Cass.
Cass: It is obvious by the way he moves that Danny is not a meta-human. He is close to one, but he moves like a different being. He reminds me of Captain Marvel.
Multiple people are typing......
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Clockwork sent Danny back in time, a few hundred years.
Then he told him to take a nap.
He swore that the ritual chamber he'd transported Danny to was isolated, and that Danny wouldn't age.
But good goddamn, Danny needed some sleep. The kid is a baby ghost, and they're supposed to spend years forming.
With how powerful Danny is?
He's going to seriously stunt his growth if he doesn't go the fuck to sleep.
Dani can just sleep whenever she wants at Clockwork's place, but Danny can't take the rest he needs or he'll skip his entire mortal life.
So; the timeless chamber for sleep.
And Danny...Danny's fucking tired.
Sleep sounds fantastic. He'll wake up in a few hundred years and feel refreshed.
Sounds great.
The chamber siphons ectoplasm from the surrounding areas, feeding his ghost half, which keeps his human half alive and fine.
It also radiates Realms energy, which can make any human who gets too close for too long a little insane.
Gotham is built on top of that chamber.
That chamber powers every single curse in Gotham.
Clockwork didn't tell Danny this, of course; but Danny's length of necessary sleep depended on how much Ecto his developing core got it's hands on, and normally it would have only been a one hundred year nap.
The curses siphoning off of it made it three hundred or so.
So when Danny finally wakes up, and the protections drop, he lets out a biiiiig stretch, yawns-and goes home. He feels rested! Awake! He finally got some fucking sleep!
Meanwhile, every single curse in Gotham breaks, all at once.
At the same time, the excess Ecto that the citizens of Gotham had been having leeched off of them? Suddenly it's staying with them, and their Liminality breaks through overnight.
It's chaos.
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