I was recently criticized by my (soon to be 18 year old) son that I am quite pessimistic. The criticism came during a "spirited" conversation that we had about his college options. We all know that at the ripe age of 18, young people have all the answers and we as parents know nothing. We finally agreed to disagree (actually I just stopped talking) but later I thought about what he said and I had to admit that he made some valid points. As a parent/educator, I make assumptions based on what I believe to be true. I have fallen for the hype that that without a specific SAT or ACT score or without that magic 4.0 GPA, there are schools that are beyond his reach. I don't want him to waste time (and money) applying to those schools because he won't get in....in my opinion. But my truth is not his truth. Where I see the glass as being half empty, he sees the glass as half full. He sees a world of possibilities, regardless of whether or not he took the"right" number of AP classes to get into the "right" schools. I should be thankful that I have a child who wants to take risks and is not afraid of a challenge. Who am I to discourage him for applying to any school, when there is so much value in trying (and even in rejection if that is the case).
There comes a certain point in our lives where we have to stop thinking about all the reasons why "it" won't work. Over time, that perspective can become our default. We have to stop being so quick to think of all of the reasons why we shouldn't try the impossible. My son is right. What I have been calling realism is probably more like pessimism. From now on, I am going to focus less on whether or not the glass is half full or empty and be grateful to at least have something in the glass. I plan to adopt this same philosophy here at school as well. I hope you will hold me to it! In the meantime, I will keep you posted on the college decision.
Staff Spotlight
This week I would like to shine the spotlight on Leigh Pope. In the position of IRR assistant, her day is filled with constant movement. Throughout the course of Leigh's day, she is with students in as many as five different classrooms and/or settings. Working with so many staff members requires flexibility and a positive attitude. She is always willing to lend a hand to Susan at the front desk and will adapt quickly to whatever setting or task asked of her. Leigh is patient and strives to build a rapport with all students, not just special education students. I am grateful for Leigh's dedication to our students and her willingness to work well with so many different teachers. Leigh, we are glad that you are a part of the Medlock Bridge Team. Thank you for all that you do!
November 19, 2015
12
Strategies For Creating An Atmosphere Of Problem-Solving In Your Classroom
by Paul
Moss
To
remedy the situation, and grow fruitful and happy students within the confines
of the syllabus you are bound to, start to fix the problem yourself by creating
an atmosphere of problem-solving in your classes. Create situations where
students have to think for themselves. Here are some ideas:
1. Use Exit Slips
Instead
of telling students what the learning objective is for a task, have them come
up with one when they’ve completed it. Make it the exit slip.
2. Ask 3B4ME
Instead
of answering an unnecessary question, urge students to take back their power by
taking another moment to think about the problem, then to check their books and
other resources around them for the solution, before asking their table for
help, before asking the teacher. Adam
Schoenbart’s advice
here is excellent: Ask 3B4ME
3. Perfect–And Actually Use–The Gradual
Release Of Responsibility Model
Gradually
reduce the scaffolds on tasks, increasing the amount of autonomy with the
approach to a task. Explain that in the previous task you helped in this way,
but that in this task you are not. This will make students connect previous
experiences.
4. Allow–Or Require–Students To
Help Shape The Curriculum
The
goal is to get students to solve the problem of satisfying the demands of the
syllabus while making the learning interesting. Outline what must be covered,
and challenge them to come up with interesting and creative ways to get it
done. You could begin by looking at the whole course, and asking for
suggestions about projects. The more adventurous could increase the challenge
by asking – ‘here’s what must be done in this lesson – how can we achieve it’.
Trust yourself that you can handle the change in direction, and that if a
student comes up with a great way to get to the same place, then be brave enough
to go with it.
How
you handle the change in direction is the best example of problem-solving there
is. Even if no one comes up with something this time, the process will not only
stimulate their thinking to some degree, but also empower them to know that you
are offering some autonomy in the learning. But the real gain in such a process
is that students will begin the process of truly understanding the outcomes of
the course. Then out of nowhere you are achieving the desired growth, but in a
sustainable manner.
5. Make Sure Students Review
Instructions Periodically
Teach
students to return to instructions after they have completed some of the work.
They may not, but when they don’t and have trouble, use that as a teachable
moment.
Why
can this help? When students first view a task, they often only take in the
first few components of the task, and then automatically ask what’s next once
they’ve got to that point. Encourage the habit of revisiting the instructions,
emphasizing to students that the brain is now able to process the next parts of
the task.
6. Have Students Articulate
Learning To Others
Get students to make connections between their learning more
often. A great way to do this is to get students to go around the school and
describe to another teacher or school leader the activity or activities
involved, and ask them what they think the real world learning is for the
task/s. The responses will make the student consider the relevancy a lot more,
especially if the responder asks the student some questions.
7. Use ABC Feedback
When
questioning students, make it interactive. Get them on their toes when
discussions ensue. Use Alez Quigley’s excellent suggestion of ABC
Feedback to energize
student interaction in lessons. Every question then becomes a chance to solve a
problem.
8. Encourage Them To Be Self-Sufficient
Redirect
students’ questions back to them or to other students. This could have several
possible outcomes: it provides more students with a chance to participate in a
discussion; provides opportunities for students to teach; and will minimize the
number of unnecessary questions, as students are by far the harshest critics of
time-wasting, especially when it’s theirs.
9. ‘Play With’ Confusion
Ask
questions that deliberately create thinking, such as thunks. Questions that create confusion are
also winners – I guarantee someone in the class will respond and have a go at
making sense of it. If played well (it can be a fine line at times), creating a
space where the class is not able to assume what is presented to them is
straight forward, or accurate, begins an unmistakable increase in student
awareness, and brain activity.
Examples
include getting students to remember everything around the room they see that
is the color of white, and then, ensuring they don’t look up, get them to write
down everything in the room that is the color green; writing 4 random words on
the board and getting students to rank them in order; add a word to board and
have students design a question where the word is the only possible answer;
adding deliberately wrong info within an activity and getting students to spot
it; and of course, riddles – which every student seems to love.
10. Helps Students Focus On The
Solution Instead Of The Problem
Teach
students what Patch Adams had to learn: to focus on the solution
rather than the problem in front of them. It’s incredible what a small change
in perspective can achieve.
11. Explain How They’re learning
Above all else, ensure that you
label the next unit you teach as a Problem-Solving Unit, and consistently refer
to it as it unfolds. Explicitly discussing the problem-solving aspects of each
activity will develop and consolidate the expectations that your classroom
demands. Students will have the chance to thrive as a result!
12. Ask Students What Problems Matter To Them
Then use inquiry,
self-direction, collaboration, and more to help them solve those problems for
themselves.
Conclusion
Teaching is not
about raising grades. Teaching should always be motivated by a need to create
amazing people. Amazing people, by definition, are active sort of people,
inspiring, creative and resilient. They are people who flourish in the right
conditions, and who grow with challenge and inquiry.
These qualities are
not unique to a select group of people defined by hereditary–they are outcomes
of having to consistently solve problems. Changing your classroom from a
delivery room into a learning room relies entirely on your ability to change
students from receptors to problem solvers.
So let’s get to it, there’s not a moment to
lose!
