I found the Emdin video extremely powerful- especially the part where he talks about the five C's of reality pedagogy (cogenerative dialogues, coteaching, cosmopolitanism, context, and content). While each of the five C's are very powerful, I would like to focus on coteaching and how I believe this to be an expression of trust with students.
The video actually shed light on something that I had recently been thinking about, which was how to have students become lesson leaders or facilitators, or co-teachers, as Emdin phrases. I was thinking about how I enjoy in professor Newlove's class when we have three or four students present on the week's readings. I really like this because I feel like I will only have to skim the articles during the week, and my peers who more deeply studied the readings will help to fill in anything that I may have missed or misinterpreted. After class, I told Newlove I liked this technique and asked if he had used this technique in his high school classes and if it had been effective. He responded "Yes, have you thought about how you might incorporate this in a biology class?" I drew a blank... I had never experienced this technique in any of my science classes before, so I could not immediately think of how it would work. I had given presentations or reports on research projects, but that's not quite the same as having a student lead the class. Emdin made it sound so simple- just give the student(s) information on lesson planning and let them teach a class lesson. That being said, I know myself, and I would probably only have students teach part of a class.
I think that guiding students to be responsible for educating their peers is an ultimate form of trust between teacher and student(s), and something that I would like to strive towards. This will hopefully make them feel like they are being respected and heard, which would then boost confidence and allow students to see themselves as scientists and teachers.
