"Today while observing, I noticed how the classroom dynamics in each room were rhizomatic. The learners (students, teachers, and librarians) resembled a sea of "middles" in that they formed and reformed alliances based on need, interest, direction, redirection, assessment, and commitment. Unlike the design of many teacher-directed classrooms, the rhizomatic classroom is based on joining and rejoining as opposed to a hierarchical structure where the teacher determines the content and the method to "dispense" knowledge or perhaps even to occasion learning through experiential design.
The rhizomatic classroom requires a shift in teacher talk from telling to inquiring alongside students; from talking a lot and often to listening and conversing. Such shifts reveal the uncertainty present in dynamic learning. As Meg explained planning happens in conjunction with and response to what is happening in the classroom. There's no Sunday planning for the week in the traditional sense. What happens on Monday will inform Tuesday and so on. As Meg said, it's all about conversation."