Teaching for hope: Walt Werner Article

Response~Jennifer Crosson
Contextual Understanding:
In Teaching For Hope, Walt Werner (2008),
introduces the reader to four main themes that
can be used by teachers to create a safe culture
within classrooms and the larger school
community.
1) Emotion

2) Information 3) Vision

4) Efficacy
Werner (2008), contends, that by creating these
safe environments for students educators will be
laying the foundations that are conducive to
learning.
Walt Werner’s message of “hope in teaching” is
embedded in the notion that teaching must be
realistic yet sensitive to the needs of learners who
are still constructing their identities. He says that
because students are privy to an array of
conflicting information from sources they are
susceptible to feelings of anxiety (Werner,
2008) .These feelings are further exacerbated,
through interactions with adults, who they look to
for guidance, but might be perceived as being
unable to cope with distressing events. Students
limited self regulation skills, often times, prevent
them from perspective and the ability to
understand more abstract concepts. It
necessitates the educator to be diligent in
recognizing anxiety in students and what causes
their anxiety.
Werner (20018), also says that it is important for
teachers to be realistic in their teachings by
incorporating varied content. However, he
suggests that lessons that might cause distress
need to be framed carefully that way the teacher
can be sure to
discuss ways in which students might be able to
contribute to situations that they feel are hopeless
(Werner, 2008).
For example, a teacher might present a lesson on
globalization that includes a video that might show
distressing images in of animals suffering as a
consequence of pollution in their environments.
The teacher will have to include time in the lesson
to “unpack” or discuss students reactions and
thoughts. Through discussion, the teacher will
need to be cognizant or perceptive at seeing the
signs that cause anxiety of individual students and
the collective class as a whole. Then the teacher
might illicit dialogue as to how communities,
families and individuals can help to solve or
address the issue. The individual ideas of the
student and the collective class ideas might lead
to specific actions. Creating opportunities for the
class to engage in these actions through activities
such as turning off lights in the school, picking up
litter on school grounds empower the individual
and group.The individual contributions and
collective actions contribute to creating a safe
environment for creativity and innovation to occur
in the classroom and the larger school
environment. Collaboration of the group fosters
hope which in turn reinforces the concept that
individuals, larger community and global citizens
can make a difference thereby helping to reduce
anxiety in the student. By continued exposure
through lessons such as this students become
better at regulating their behaviours which enable
them to continue to learn and gain new
understandings.
“Aha Moments”/ Question & Thoughts:
Werner’s article and thoughtful approach led me
to ponder what types of concepts might illicit
anxious reactions. As I thought about other
articles I had read on the history of teaching it
dawned on me that there might be a connection
between subject matter or discipline that might
cause more anxiety than another. So I wondered
what it was that he taught that might lead to the
conclusions he talked about. A web search to
investigate his credentials led me to the site
called, The Critical Thinking Consortium. Through
a quick navigation of the site, I learned that
Werner is a retired faculty member of the
University of British Columbia who taught social
studies education and contributed to the collection
of anthologies that the founding members
published (The Critical Thinking Consortium,
2018). In my investigation I learned the
organization’s aim is “to work with educators and
organizations to inspire, support and advocate for
the infusion of critical, creative and collaborative
thinking as an educational goal and as a method
of teaching and

learning” (Critical Thinking Consortium, 2018).
They offer many resources, online tools such as a
professional library, tips, teaching resources and
connections to other educators. I have yet to
thoroughly investigate, but am happy to report
that my teaching credentials allowed me to obtain
a free membership “with resource benefits”. I
found the level of memberships and their
descriptors amusing.
Werner, W. (2008). Teaching for hope. In R. Case & P. Clark (Eds.),
The anthology of social studies, volume 2: Issues and strategies for
secondary teachers (pp. 193–197). Vancouver: Pacific Educational
Press.