If I were you...
posted by Sarah @ 5:35 AM
14 Comments
Friday, October 3, 2008
Previous Posts
- I don't want to hear any more tattling!
- Stop that noise and sit down.
- Where were you when I explained this?
- You're Late
- How would it change your day if your role were to ...
- I like the way Linda is sitting.
- Check Yourself
- Look at Andrew's Picture
- Thank you for taking a risk
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14 Comments:
I would gift myself with a "Spa Day."I know that I deserve it, after all I have worked like crazy this quarter. I know that you know that you have worked until your back and head ached too. So what ever it is that means "Spa Day" for you - GO FOR IT!!!!! We all deserve it for doing such a good job.
Good Job, Good Job
Good Job, Good Job
G-double O-D J-O-B
Good Job, Good Job!!
I have stopped myself several times -giving advice to the kids. I wonder though, where is the line in teaching priorities and giving advice
As we know we have very little time in class, so when a students has a problem it is very easy for us to solve it quickly for them.
I have found myself solving problems all the time instead of having them think for themselves.
After reading that section I have learned that I am not helping them become independent learners by solving their problems for them.
I agree with Jodi in that fine line because the kids do look to us as leaders and role models and for some, we are all they have. With the little ones, I try to take each day "case by case" and "student by student" because sometimes advice is for their safety or well being because they aren't getting what they need from an adult at home. As teachers we did get into this field because we love kids and want to help them be their best but it does get fuzzy as to how much we should lead them...
I agree it is easier and faster to solve a problem for a student. Allowing them time to process through a situation to a solution can be a time stealing event. However, when I really think about it empowering a child now to make their own decisions means that in the long run time will be saved as they will not continually need an adult to solve the problem for them. I guess for me it is a pay now, and reap the benefits later scenario. I just need to keep reminding myself of that when I catch myself solving instead of listening.
I like the "Answer in your mind" section. Children process information at different speeds. Some very quickly, others quite slowly. Those quick processors are always the ones waving their hands and begging to be called on. While our slow processors get ignored and eventually stop trying. Telling kids to "answer in your mind" gives every sthuudent time to think and formulate an answer. Creating a mental answer first encourages all students to take the time to think, thus promoting more in depth answers.
I believe that rather than just give the student an answer or solution, allowing them to solve the problem on their own can build their self confidence. Sometimes, I will ask, "What do you think, what are some ways you can solve the problem?" Let them take time to process and think about it. This takes patience but in the long run we are helping to empower this kids to be successful.
If I feel a student needs time to discuss a problem with the teacher, I will take the time during my lunch period to sit down and listen to their concerns. I find myself not often using the words "My advice to you is." I tend to guide them in making their own decisions to correct something that is bothering them. Giving examples of how the teacher had handled similar situations in their life helps the student to understand the different options available to them to correct a situation. I want students to learn to solve their own problems but also learn from us as to how to go about making that correct choice that will be a positive reflection on them.
I really enjoyed reading all the posts on this because I agree with them all! I think due to time constraints, I have dropped the ball by simply solving a problem for a student...not always...only when frazzled. I, too, like the 'answer in your mind' tool. I believe students WILL and will learn more because of it.
The art of listening and the use of silence is an important communication skill. Its use in assisting/guiding students in finding solutions shouldn't be left out.
The idea of creating assignments that students will not finish in one setting so that they do not hurry to finish is a great idea. Many students rush to finish hoping to be the first one to hand in their work!
I like the words - How can you both get what you want? - to offer when children seem to be at a deadlock in solving a problem. I am planning on using this idea this week - am confident that a situation will arise in which this approach will be worth trying!
I liked the following statement and believe it is true: "How we see something or someone tells more about us than it does about who or what we saw." Our perception is a choice we make all the time -" We can perceive cheaters in our class, or we can see students who do not yet know that learning has more value than getting the right answers."
"If I were you" is kind of off base because we aren't them. We really don't know how they think or feel, we can only assume. Sometimes, if they really want my opinion, I may say "if it were me" which shares my view as food for thought for them. I also may ask them more questions to help them think about what might work best for them.
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