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Interesting food for thought. Is there anyone who would like me to "show" your plan book at the next staff meeting?
posted by Sarah @ 5:25 AM
14 Comments
Interesting food for thought. Is there anyone who would like me to "show" your plan book at the next staff meeting?
posted by Sarah @ 5:25 AM
14 Comments
14 Comments:
I have found that some students love to be praised publicly(and sometimes it is the only praise they receive) and that others do not like it. We have to get to know our students and find out what makes them each "tick." There is no formula that works for ALL kids because they are each unique in what they bring to school with them! As far as teachers go, some teachers would love to have their plan books shown and would feel proud and empowered that their educational leader had chosen their work as an example to others yet some teachers would feel awful if they were praised in front of the staff. In my 20 years of teaching, I have found that it's worth taking the extra step and effort to get to know my students and how I can best bring success to them through my leadership and teaching.
I have used a student's work as an example before. I try to use students who are extroverted and love to be in the "limelight". However, it does make you stop and think that not all students would want to have their work on display for everyone - even if it was done well. I make a conscious effort before I make anyone a positive example for my class.
By showcasing work, one may in fact be narrowing tendencies towards creativity. This concept took me back. I really hadn't thought about that. Difficult choices have to be made on the spot, as teachers prepare their "talk". This is such a dynamic process in the learning environment, I am wondering how much teacher preparation, mentoring, or professional development actually occurs on the subject of "teacher talk". A new found perspective is occurring "on my inside".
I think we started the "teacher talk" with 21 Keys but it is easy to slip back into old patterns. We need to keep the talk alive so it stays current in our thinking. Participating in this conversation allows us to really think about how important are the use of our words.
I agree with both comments that students need to be willing and open to their work being shared and that the teacher should get their OK first. I also agree that this can stifle creativity so examples need to be carefully shared. The unique ideas and thoughts of each child need to be appreciated and encouraged. All students are different so you have to be careful when dealing with each individual child. One size never fits all. By the way, no thanks on the plan book sharing at the next staff meeting. Not my style.
I would like to be praised in front of my peers and be given positive feedback. As a teacher we rarely receive any positive feedback.
I have developed a pattern of asking before I do or say anything about a kiddo. I am continually surprised by the responses which reminds me that I really don't know what others are thinking or feeling.
This one made me rethink my habits a bit. I always thought kids liked their work to be publicly praised. Now I ask "Who would like to share?" (I still find, in my classroom, that most of the kids want to share their work).
I found this to be very interesting because it reminded me of something I learned on the Navajo Reservation when I took a cultural awareness course. In the course, the non Native American educators were taught not to single students out and give them public praise related to their academic ability. The reason given was that in the Native American culture, students are not supposed to excel individually, but are supposed to excel by helping to improve their classmates understanding. So whenever they grasp something before their peers, they are expected to act as a coach or mentor, but in a non-assertive way. Basically it is a team approach that is valued. Our Native American Superintendent explained that whenever we single out a student, our public praise places the student that we have raised into a "crabs in the bucket" scenario. Which, means that the other students have to knock that crab down, which prevents all the crabs from climbing out together.
I have started to use this term in my room. I find that the children who normally won't take a risk are eager to participate.
I think that it is important to have positive peer modeling, however, the teacher needs to be careful not to "shame" other students by not doing things as "perfectly" as the student being used as a model.
It is so true that if we get in touch with our own emotions and internal reactions to various situations we would think twice about how we communicate praise to individual students. I am going to work on encouraging divergent thinking and creativity from my students and no longer choose sample which produce pieces from students that end up looking like the samples I choose from my files and not the students. Great food for thought.
I think private praise is as important as public praise. All of us need that pat on the back from time to time but the good intention of praise could have the opposite effect if the student is not comfortable with it. I like Jill's idea of asking first.
When I read this I understood what it was trying to say, but I really think it comes down to knowing your students and understanding what works for them. So often we are taught to not do this or to do this and that, but in reality it's what is best for your individual student and what will further them.
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