This is going to be hard
posted by Sarah @ 8:05 AM
12 Comments
Tuesday, November 4, 2008
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12 Comments:
I totally agree with this section. I find myself doing it with my own outlook on things, so I try to not set the kids up. I usually start by saying something will be "No big deal." Or I try to start something difficult by letting them know that they have all the tools and resources to find the answer. I have heard them repeating the phrases that I use to each other when one of them is starting to struggle. It's kind of neat to hear that.
I agree that scaring kids isn't an answer. However I have found that with my students it is often important to validate for them that the concept/material is difficult and that's OK! I get comments like, "Mrs. Brown, this is hard, it makes my brain hurt, but it's supposed to be, right?" My response is a validation when I say, "Yes, you are correct, this material is difficult but I know you are up to the challenge that it presents".
O.K., I am guilty. I recently used this phrase in reference to our current chapter in math.It is probably the hardest chapter in the book because of all the advanced computation(especially if math facts are not totally mastered.) I was trying to get across the seriousness of paying attention,asking questions,and working carefully on homework. In the future I will give them all the expectations and let them decide on the level of difficulty.
I find myself telling my first graders that "this is really hard stuff and some adults even have a hard time with it" and for some reason, I think it makes them feel powerful that they can tackle hard work. I am going to try wording things differently to see what the results are for the next few weeks... This book makes me think and rethink because teaching comes so naturally after many years of doing it that we are almost "programmed" and sometimes it's not good!
I ditto that! It is so easy to "warn" kids, thinking they will focus more, but it actually causes more anxiety for them. I will try to rephrase my words so that they are given expectations, but also, assurance that they will get the support they need if they don't understand. I also tell my students that it is okay to tell the teacher "I don't understand", so that I where I lost them during the instruction process.
I agree it is so important to be positive and not add more stress but in some cases the students want to know the work is difficult. I have a few students that ask for hard work and then they feel like geniuses when they complete the assignment.
I agree that students like to feel that they are doing 'hard work' and still finding success and can enjoy rising to the challenge. I also agree that this can cause anxiety for some (like me when I was a student) and the student should be the one who gets to decide if it's difficult or not. I will think carefully about my wording so that they are OK with material that won't be mastered in one lesson and that learning can take more time. The intentions of this statement, I think, were never meant to intimidate, but to allow the student to understand it's OK to 'not get it' right away. They are often quick to judge themselves negatively if 'it's hard'.
I have also used this phrase, but I did it intentionally knowing that the objective was something everyone in class could master. When they did excel I could see and hear the enthusiasm. I guess I need to find a new phrase with the same meaning. I will work on it.
This is an area that I myself often reflect upon about how I deliver subject information to student. When we are ready to begin a new unit such as math in class, I do let student know that the information will be challenging for them, but if they are focused and follow the lessons presented to them they will come away with a good understanding and feel personal success in the end. I agree with the reading that we must work on delivering our information in a positive manner to our students. The information will be tough, but they are all capable to achieving success with the proper guidance from the educator.
I have used this phrase when i teach the kids some more difficult techniques. It has "hurt" the way they think about the activites. When i was teaching them the High JUmp and i would tell them that it can be difficult i would get a lot more mistakes because they were focusing to much on not messing up instead of just trying it. Doing the hand off for the baton in the relay race is something they always have trouble with and if i say this can be difficult or hard then they mess up a lot more
I would expect that our students would react about the same way we might when instruction is being delivered. I know that when I am in a class and the instructor tells me, "This is going to be hard." I usually think to myself, "Oh great, this is just what I need!" I don't respond in a positive manner, at least in my head. When an instructor uses the terminology like, "This is really going to be interesting," or "You'll like what we're going to do next" I usually get in a better mood for the instruction.
I also completely agree with this article. Our words can be so powerful, (good or bad) especially when setting the stage for something challeging and even more so for those students who struggle academically or have anxiety issues. I liked Tiwis "phrasing" ideas.
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