The school year moves quickly. The excitement related to the novelty at the
beginning often transforms into the pleasure of getting to know one
another. Personalities come forth and we
enjoy learning together. A sense of
belonging permeates the classroom as we move through our days. From that pleasure we derive a deeper
understanding of education and the role that each of us play in the acquisition
of knowledge.
I often take time to step back and simply watch as
my students go about their business. One
of my goals set forth with my principal was to elicit a more conducive
classroom atmosphere for my students to be independent learners. To this end I first must develop lesson plans
that allow for kids to be active participants.
From there I teach them the routines required to be self-sufficient in
the classroom. We practice this autonomy
and gradually I release the responsibility to them. It takes discipline, both on their part and
mine, to navigate the world of a classroom and its learning agenda.
The discipline required of me is to allow myself, as
the teacher, to step back enough to let them “fly on their own” yet stay close
enough to catch them if they “fall”…all the while not allowing them to know I
stand quietly in the near distance.
Watching, as they make mistakes that won’t cause them to “fall” but maybe
just “trip” a bit, takes patience on my part.
My inclination is to step in right away and correct the mistake. If the mistake is of greater consequence
(academically speaking) I am in the process of teaching myself how to approach
my questioning techniques so as to gently guide the student in the direction
they must go in order to make sense out of the content in question. It’s a thin line that I walk on as I pursue this challenge of teaching.
The discipline a student must take on requires them
to engage in daily risks. With these risks come their realization that they will “fall” every so often.
They must learn to not focus on the fall but rather on how they can “get
back up” and learn from their mistake.
It’s tiresome to them as it would be so much easier, in their eyes, for
the answer to be given to them after they make the mistake. They must accept the responsibility for their
work, their learning, and their willingness to try, try again.
A curious thing has developed from this experience…a
phenomenon that I was not expecting. As
I step back and watch my students work I notice how they help one
another. They truly teach each other as
they help. It’s not the given help that
amazes me but rather they way in which the receiver of the help reacts. They welcome the assistance from their
peers. They delight in creation of a
partnership created as they work on understanding a given problem. They increasingly strive for this
understanding. I’m noticing that they
are becoming more concerned with the process, the understanding, and the
knowledge of concepts rather than simply the “right” answer.
My goal is in its infancy. My students are just now beginning to bring
to the table those skills and strategies which allow them to be independent
learners; to be students who understand that knowledge is a dynamic force that
can be shared, utilized, and nurtured.
Mr. Casten
Dec. 19, 2014
Copyrighted material of Michael C. Casten
