Читать книгу Owning It - Alex Kajitani - Страница 15

Оглавление

PLEASE STOP THINKING

Understand Four Things Teachers Say That Sabotage Learning

As teachers, we always keep an eye out for the teachable moment, those unexpected twists and turns (usually student-prompted) in our daily routine that allow us to grab hold of a question or comment on a mistake and spark in our students knowledge that is real-time and interesting (Lewis, 2017). I’ve found that capitalizing on that teachable moment can often be the most memorable, powerful part of the day.

I find the challenge with making teachable moments memorable and powerful is that we disrupt students’ ability to absorb that knowledge if we use words, phrases, and instructions that do the exact opposite of what we intend. Instead of invoking thinking, these words actually sabotage it. Bringing these phrases to our consciousness and then banning them from our teaching lexicon, using the strategies I present in this chapter, can help us truly take advantage of teachable moments and inspire learning in our classrooms.

Strategies for Success

Some successes depend on knowing what not to say. Here are four common variations of these teacher-spoken phrases, explanations for how students perceive them, and a few alternatives you can use instead that will keep your classes on track, on target, and ready for the next truly teachable moment.

Connect to What Students Do Know

Consider the following statements on learning.

• What we say: “You were supposed to have learned this last year.”

• What students hear: “You didn’t do what you were supposed to do last year, and it doesn’t appear that you’re doing it this year either.”

These kinds of statements are problematic on multiple levels. In addition to being an implied put-down of the student, when we make this statement, we also imply that the teacher that they had last year didn’t do his or her job properly. This creates a negative divide between you and the previous teacher as well as you and the student. In addition, often the student did learn it last year; they just don’t recognize it now because it is in a different context with a different teacher.

Consider the following alternatives instead.

• “I believe you have some background knowledge about this concept. Tell me some of the things you know about ___________.”

• “Let’s step back from this topic and look at some of the information we need to know in order to understand this.” This is especially important for English learners because background knowledge is crucial for them to understand new material (Reyes, 2015).

• “Let me see a show of hands of who does remember this.” (Some percentage of students will likely raise their hands.) “OK, those of you raising your hands have three minutes to pair up with those who do not and tell them everything you know about this topic.”

All three of these statements take the responsibility of learning away from whatever happened (or did not happen) last year, and instead refocus the learning on the students, what they already know, and what they need to know. In addition, they do so in a way that is empowering for students.

Stress the Learning, Not the Testing

Consider the following statements on testing.

• What we say: “This is important. It will be on the test.”

• What students hear: “Don’t worry about all that other stuff. If I don’t tell you it’s on the test, it’s not really something we need to focus on.”

Tests, like grades, are important. But I’ve found that for most students, the best way to do well on tests and get good grades is to learn, understand, and apply the information. In addition, I’ve had several students over the years who show up with a history of poor grades, seemingly unmotivated by what will be on the test. Instead, they’re motivated by knowing how the information you’re teaching in class will help them in their lives. As teachers, one of our goals is to instill in our students a personal engagement in the subject we are teaching them.

This statement also undermines us as teachers. Placing the information’s importance on the fact that it will be tested also sends the message that it is the only reason we’re teaching it, that we are not in control of our curriculum, and that we ourselves do not understand its importance.

Consider the following alternatives instead.

• “This is important. It helps us understand the link between __________ and __________.”

• “Tomorrow, we’re going to study ________. Let’s make sure we understand how ________ connects to ________, so that we can easily understand the connection when we uncover it tomorrow.”

• “I didn’t think that this was important when I learned it in school. But then, one day I _________.” (Insert your own story here!)

All three of these examples take the emphasis off the test and promote the importance of a love of learning as well as lifelong learning. They help students make connections within the subject matter and connections between the information and their daily lives. When true learning happens, the test scores and grades often take care of themselves!

Remember That the One Doing the Talking Is Often the One Doing the Learning

Consider the following statements on talking during class.

• What we say: “Please stop talking.”

• What students hear: “Please stop talking … and thinking!”

Yes, there are times when we need the students to stop talking so that we can give instructions. There are also times when personal issues are of greater interest to our students than our own teaching objectives for the day.

However, there are also times when the students really are talking about the subject matter. Consequently, when we demand that they stop talking, we are, many times, demanding that to be quiet, they switch from a brain filled with ideas and questions to one that is blank and uninterested.

Consider the following alternatives instead.

• “I am going to count down from ten. In those ten seconds, I want you to read the objective on the board and be prepared to discuss it.” This helps shift the students’ focus to what they will be learning today, while promoting reading and the ability to speak about what they’ve just read.

• “If you can hear me, clap once.” (Wait three seconds.) “If you can hear me, clap twice.” Not only is this an active way to get students to come together, it also helps build a “we’re all in this together” classroom culture. It feels so good when everyone claps twice that second time! (This also promotes kinesthetics.)

• “When you hear me ring a bell, please bring your conversation to a close.” Not only does the bell provide a sound different than your own voice, you can also offer a student the chance to ring the bell from time to time. It’s a powerful moment for a student to see that he or she can bring the class to attention. If you can find a meditation bell with a very calming ring, these bells are especially good with older students. The goal, of course, is to have the class become quiet within a few seconds of you ringing the bell without you having to say anything at all.

• “As I lower my hand, change your conversations into a soft whisper. When I completely lower my hand, all conversation should cease.” This one requires a bit of explanation in advance, but I have found students love the sense of participation it fosters. I liken it to how the end of a song fades into silence, as opposed to abruptly turning it off.

Students talk when they are excited. And in a nonstop world of texting and social networking, the floodgates seem always open for them to comment, reply, or like something. These are a continuous kind of talking in the online world, a world in which they’re used to participating. The trick is to transition student talking into learning the subject at hand in a way that is smooth, effective, and engaging to the students while still respectful toward you.

Dig Deeper to Address the Issue Behind the Issue

Consider the following statements on not completing homework.

• What we say: “Why didn’t you do your homework?”

• What students hear: “Quick: think of something to say to get the teacher off my back as soon as possible!”

Whether it’s an age-old cliché (“The dog ate it” or “My brother ripped it”) or a new-age cliché (“It didn’t download” or “My printer ran out of ink”), we’ve heard them all. That said, it’s important to keep in mind the reason we keep getting the same old answers is because we keep asking the same old question.

As famous sales guru Zig Ziglar (2002) says, “Failure is an event—not a person.” When a student does not do his homework, focus on the act and the decision, not the individual or personality type. Treat failure to complete homework as a decision or as an event, and immediately move toward a solution-based approach.

Ask yourself the following questions.

• “Did the student record the homework assignment in class the previous day?”

• “Is the student required to care for younger siblings, and thus has little or no time to complete the work?”

• “Is the student leaving his or her homework until late in the evening when he or she is exhausted?”

I once had a student confess to me (after his fourth after-school detention for not doing homework) that he had lost his mathematics book. As soon as we got him a new book, the problem magically disappeared! Asking the right questions can help uncover the truth, as well as lead to some real solutions.

In their article “Strategic Questioning: Engaging People’s Best Thinking,” authors Juanita Brown, David Isaacs, Eric Vogt, and Nancy Margulies (2002) share this wisdom: “Leaders who ask, ‘What’s possible here, and who cares?’ will have a much easier time gaining the collaboration and best thinking of their constituents than those who ask ‘What’s wrong here, and who is to blame?’” (p. 5).

Consider the following alternatives instead.

• “If you could relive yesterday, what would you do differently in order to get your homework done?”

• “If you could change one thing about where and when you do your homework, what would that one thing be?”

• “What are the biggest obstacles to you not getting your homework done?”

As teachers, we know that homework is the key to mastering concepts that we teach in class (often in a very limited amount of time). I often tell my students, “You haven’t learned something until you can do it on your own, without my help.”

Completing their homework is an essential part of this process. When we ask questions that focus on process and success, not failure, we can truly empower students to achieve inside and outside the classroom.

Summary

In sum, if we really want to seize those teachable moments with students, we must be willing to put ourselves in their shoes and examine our own vernacular for those phrases that sabotage their learning. Then, we must erase those phrases from our teaching vocabulary and redirect them into words that inspire and empower our students to think beyond what they’ve been hearing for years and instead engage in their own learning.

Reflection Questions

Now that you have completed the chapter, consider and reflect on the following questions.

1. What are some things you say that interfere with engaging students in a teachable moment? How might you change your words to more productively engage them?

2. Find an item that will be on your next test. What is the real, deeper reason that students need to learn it? How could you communicate this idea to them to stimulate their interest?

3. Have you tried any of the strategies mentioned for getting your students to quiet down? What is your most effective way to get your class silent, allowing you to begin speaking?

4. Name a student that hasn’t turned in much homework recently. What could you say to this student to begin a conversation about finding the real, deeper reasons behind the missing homework?

Подняться наверх