#2: “When we say what we mean and mean what we say, children learn that they can trust us.” (p. 13)
#3: “…I should give the direction once, check to see if there are any questions, and stop….This helps children develop autonomy because it gives them a chance to remember the direction themselves and experience the consequences of either remembering or forgetting.” (p. 29)
Connection #1: I like the idea of saying less. I know from personal experience that when someone is long-winded and directive rather that facilitative, one tends to tune-out the speaker’s voice easily and sometimes automatically. I recently went to a taping of an author explaining each chapter he wrote in his new release. I really enjoyed all of his thoughts and wanted to take notes. As he spoke, I noticed I had ample time to write and listen at the same time. Even though it was not interactive, he gave plenty of pauses after each sentence giving me time to process what he was saying and allowing me to write down important thoughts and connections. Each statement was very intentional.
As I reflect on my teaching, I realize that I could be more intentional about the statements I make to my students. With less clutter in my speech, listening can be easier. Also, good behavior is encouraged because the teacher has more control over what she/he is feeding the class. I tend to leave room for improvisation. This is a good trait to have as a teacher, but too much wiggle room is asking for trouble and exhaustion at the end of the day.
#2: It is a challenge for me to think on my feet sometimes. For this reason, it will be important for me to anticipate responses from my students so that their questions do not throw me off or cause me to be insincere in my responses. Again, being sincere and straightforward is important for any relationship including relationships with children.
In my current classroom at Hedenkamp, I notice that the students know exactly what their teacher wants of them. It has been laid out explicitly. Even with giving directions, she gives time for them to understand. Once she has finished giving directions, however, she refuses to fall into repeating herself over and over again. This helps the students to depend on one another and keep them on their toes with paying attention.
Question: There is a particular student who spaces out a lot in class. I wonder what I can be doing as a student teacher to get him to care about staying alert in class rather than fumbling throughout the day and not being challenged in this area?