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Actions That Sabotage Teaching

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Actions That Sabotage Teaching

While waiting in line for a tasty gyros sandwich, I watched a mother and a little girl in front of me.  The girl was about three years old, and she was desperate to climb to the top of the counter.  I watched as the girl reached while grunting and groaning to get to her destination.  Her mom told her that she should not sit on the counter; the girl continued to struggle.  Mom repeated that the girl should not be on the counter – more grunts and groans.  Dumbfounded, I stared at Mom as she reached down and picked her daughter up and placed her on the counter.  Speechless…simply speechless…

How many times do we place the kid on the counter? We tell our students one thing while our actions enable our students to continue the undesirable behavior.  The following is a list of moments that reflect my own struggle with the temptation to place the kid on the counter:

  • Wanting students to listen to directions, but giving directions without waiting for their attention.
  • Telling students to not interrupt the lesson, but allowing the interruption.  For example, when students forget supplies, how often do we disrupt the whole class to address the missing pencil?
  • Expecting students to be ready for class on time, but not following through on consequences when students are tardy.
  • Requiring students to participate in group work, but allowing them to coast by rewarding them with the same grade that the rest of the group receives.
  • Allowing students to bully us for an answer the moment the work becomes challenging for them.

Why do we do this? It’s easier than teaching appropriate behavior and following through on expectations.  We want the annoying mosquito buzzing in our ear to immediately go away.

Are we more concerned with reaching the finish line than we are with stopping to take precautions like a review of classroom expectations?    Bottom line – stop rewarding unacceptable behavior; stop giving in so that the buzzing will stop.   Be mindful, and for heaven’s sake, don’t put the kid on the counter!

Taking the Eak(Eek) Out of Speaking

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GumThis last weekend my husband and I went to see a play.  Upon entering the theater, actresses in 1950’s era costumes gave us a name tag to wear that had an old-fashioned woman’s name on it.  Mike was Eleanor while I was Petula.   The purpose was to draw the audience into the era of the play.  A man in front of us had refused to wear a name tag.  He was adamant that he would not participate in the play in any way, shape, or form.  It occurred to me that some adults are concerned about being embarrassed or having a spotlight on them.

We teachers are in front of people all the time; I suspect we love/crave the attention, so I am often taken by surprise when adults are adverse to attention.  However, middle school student participation is another story.  Adolescence is the pinnacle of self consciousness. Middle school students are always worried about becoming the focus of their peers’ searing ridicule.

Many of the Common Core speaking and listening standards require our students to present their ideas in front of groups.  This requires Herculean efforts from our self-conscious students.  To ease my students into the task of sharing ideas, I often have them turn and talk to the classmates sitting near them and allow them to process before they share.  This gives them a chance to confirm their ideas.  I know that most teachers have been using this Think/Pair/Share or Turn and Talk method for some time.  In addition to talking it out first, I tell students they may share their ideas, or the ideas of their partners.  This takes the heat off of students who would rather eat pre-chewed gum that has been scraped off the sidewalk than express their opinions in front of classmates. ( I gained this idea from educator Spence Rogers.)  As the school year progresses and the class has had a chance to build their learning community, the students are more eager to express their ideas.

During third quarter I like to take my students on a field trip to this great place called Comedy Sportz, where an improvisation acting team performs.  Additionally, these actors hold a workshop that shows how improvisation can be used to strengthen presentation skills as well as learning how to think on one’s feet during interviews.  It is rewarding to watch my students support each other as they perform on stage; many of their fears have disappeared as they cheer for each other.  When it comes time to present in front of the class, they continue to support each other.  The result is wonderful presentations and a stronger learning community.

Eleanor and I have students who are still at the “Please don’t make me talk in front of the class or I will be mortified” stage, but we are offering our students opportunities to briefly present to build their confidence, gradually working toward proficient speaking (or sping if you take the eak out) skills.