ABSTRACT
One way to clearly picture how Paideia teachers progress with their students is to imagine the classroom conversations that produce more compelling projects and more profound seminars. This chapter contains three dramatized dialogues. The first shows a third grade teacher in a rural North Carolina school “intellectually coaching” (see Chapter 3 and Appendix B) his students as they work together with community members on a coached project. The second dialogue captures the post-seminar reflections (see Chapter 4 and Appendix C) of a group of eleventh grade American history students and their teacher following a seminar on the “Emancipation Proclamation.” The third dialogue shows how ideas are generated in a seminar discussion. Although these dialogues are imaginary, they are based on a number of actual projects and seminars and so reflect the reality of interaction.
