In this chapter I first introduce the notion of a thinking classroom and then present the results of over ten years of research done on the development and maintenance of thinking classrooms. Using a narrative style I tell the story of how a series of failed experiences in promoting problem solving in the classroom led first to the notion of a thinking classroom and then to a research project designed to find ways to help teacher build such a classroom. Results indicate that there are a number of relatively easy to implement teaching practices that can bypass the normative behaviours of almost any classroom and begin the process of developing a thinking classroom.
Think of a situation where you felt you belonged. What was that like? What made that happen for you? Consider a time