Prayerful Teaching is Correction with Dignity

 But there is a spirit in man,
And the breath of the Almighty gives him understanding.

                Job 32:8 (NKJV)

Prayer and Meditation:

As a first step in establishing a positive learning experience in my classroom, my students need to feel safe and secure enough to expand their thinking, stretch their minds, and take consequence-free risks. I want the shy, the unsure, the easily intimidated, and the insecure to be full participants in the classroom community.  May I never criticize “wrong” answers or lack patience. Instead may I use “wrong” answers to lead my students to wisdom and understanding.  I pray that all of my students feel the spirit of God breathing upon them and within them as they learn. 

Give all Answers Value

Most likely, if one student gives a wrong answer, other students are thinking the same thing. Wrong answers give insight into how the class is thinking.  They lead to the right answer and clear up fuzzy thinking, or wrong ideas.

Keep track of who participates in answering questions, regardless if the answer is “right” or “wrong.”  Make a copy of your seating chart and solicit a student volunteer to keep track of who answers questions by putting a check mark by the student’s name.  Celebrate whomever has the most checks.  This is also a way teachers can keep track of who is answering questions and make sure the shy child in back of the classroom is also a participant.  If a student complains that he “never” gets called on to answer questions, a simple look at the seating chart will prove or disprove his complaint. 

Include Shy Students

Most students probably will not be embarrassed if they give the wrong answer, but know each student and understand how that student might feel if a wrong answer is given publicly.  It is most important that those students adverse to risk taking, those students who are shy, and those students who find it difficult to speak in public discover that the classroom is a safe place for participation.

Avoid Embarrassment

Avoid embarrassment and allow students to save face.  Students will shut down if they think they might embarrass themselves or show their short-coming to their peers.  Some phrases to use are given below:

• Avoid humor or making a joke out of the wrong answer.  
• Making a “fuss” about the wrong answer will just draw attention to it.  Be short and to the point if wrong answers are given publically. 
• I can see why you might think that.
• We have something in common.   I remember thinking the same thing when I was learning about ….! 
• I am glad you said that because I think a lot of others might be thinking the same thing.  This way we can clear it up right now.  Thank you for reminding me to clarify the point. Or, I was just thinking we need to clarify that point.

Probe Further to Understand the Student’s Thinking

Sample probing questions are listed below:

• Interesting.  How did you come to that conclusion?
• Almost.  Let’s try looking at the problem in another way.  (Then take students through a series of questions to arrive at the correct answer.)
• Thank you.  You are helping us get there. 
• Can you give an example?  (Use this if you think a student might know the answer, but is just not communicating it correctly.)
• “Thanks for starting/continuing the discussion, or You really are getting us thinking! Can anyone else add anything or give another viewpoint? (Be sure that in the end, the class understands the “real” right answer.)
• If part of the answer is correct state, “You are right about…, but let’s rethink ….  Once we rethink …, we will all have a perfect understanding of….”

God Bless and Prayerful Teaching,

Elizabeth A. Wink

prayerfulteaching@gmail.com