No abstract

This article distinguishes among classroom experiences based on doing something to students (emphasis on teaching), doing something with students (emphasis on teaching and learning), and being with students (emphasis on learning). Being moments and being classes result from states of mind rather than pedagogical techniques. Thus, redefinitions are offered for how learning occurs, the role of the teacher and students, and the nature of classroom interactions in being classes. The authors' hopes for the readers are that they will increase the being moments in their classrooms and that when they are in a doing mode, it will be from a perspective of awareness and informed choice rather than default.