So it
is with you. Unless you speak intelligible words with your tongue, how will
anyone know what you are saying? You will just be speaking into the air.
1 Corinthians 14:9 (NIV)
Prayer and Meditation
I am obsessed with “covering” the curriculum especially because I realize over half of the school year has passed. I
easily forget that even if students are listening, listening does not equal learning.
My words are useless if they just twirl and whirl in the classroom air and fall
to the classroom floor in a meaningless array of confusion and
bewilderment. Let me slow down my
chatter to ensure my students travel with me on learning expeditions. May my words be fewer and my actions
structured to student needs. May I
always remember teaching is reflected in actual learning, not the quality or quantity
of words my tongue utters.
The Actions of
Prayerful Teaching
- “Now Think! Just Think!” are the words of Professor Hill from The Music Man. Telling students to “Just think” or “Be more creative” will result in nothingness, or worse yet, create an atmosphere of disparagement. Commanding students to “Just think,” implies you believe they are not thinking. Involve the class in demonstrating and giving solid examples of exactly what the “creativity” or “thinking” you are searching for looks like. Move from whole-class and then to small group activities before expecting students to function on their own.
- Getting it right the first time rarely happens for adults. This is also true of children. Most likely you will need to model learning objectives in more than one way before all students “get it.” The key word is model, not repeat the same words that students found unintelligible the first time. Do not move on until students can model their new skill back to you. It is better for students to master one, two, or three leaning objectives than to “cover” ten objectives with mastery of none.
- Guide students in the learning process. Catch errors before they become a bad habit embed in their minds. When learning something new, it cannot be expected that students find their own errors and correct them. They need coaching just as athletes need coaching to become better players. No one would think of expecting athletes to perform with just a lecture and a couple of “on your own” practice sessions and a few homework problems. Even the Olympians have coaches who constantly work with them.
- Repeat. Repeat. Repeat. Mastery requires hands-on repetition, not more words from the teacher. Mastery requires that you come back and use the skill or knowledge you learned, not shove it in a messy classroom desk or overstuffed hall locker. Do you remember all of the state capitals? You probably knew them in 4th grade, but now cannot recall them all because you had no need to bring them up from your memory. Can you recall Sunday’s gospel reading? Can you recall the gospel reading from one month ago? Repeat. Repeat. Repeat.
- Assigning homework. One simple rule: Students cannot be asked to do homework for which they are not prepared to successfully complete. This is only asking for trouble. The teacher wastes time making corrections that cannot be understood by the student. Negative feelings about homework grow. Students are set up for failure. Adults rightfully shy away from taking on tasks they know they will not succeed in completing. Children cannot be blamed for feeling the same way.
Challenge of the Week
“All aboard!” cries the conductor to the 30
passengers all headed for a place called, “Growing Up.” Thirty passengers board the train.
“First
stop. Be back on board in 15 minutes,
shouts the conductor.” The lines at the
snack bar and bathrooms are long. Even
though some passages race to get on the train, the conductor does not see
them. Only 25 jump aboard on time to
continue the journey.
“Second
stop! Be back in 10 minutes,” barks the
conductor. The lines at the snack bar
and bathrooms are long. The conductor
sees some passengers heading toward the train, but feels they are not moving
fast enough. He has a schedule to
meet. Ten more passengers are left
behind with 20 continuing the journey.
“Third stop! Be back in 8 minutes.” Two more
passengers are left behind. They see the
train loading but know they might not make the train. They do not even try.
When the final destination is reached, the
conductor says, “I did my job well. I
drove the train and covered my territory.”
Was the conductor aware that some passengers were lost? Did he care?
As you teach this week, be aware of any similarities you share with the
conductor and make the appropriate adjustments.
Blessings and Prayerful Teaching,
Elizabeth A. Wink
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