Don't answer a student's question and another way to annoy students

Tony Wagner's book, The Global Achievement Gap, has become a good read and is making me think.

Over the history of education we have promoted the idea that the teacher is the bucket filled with all knowledge and understanding and students simply reach in and grab the information they need out of this bucket. The teacher teaches; the student listens and learns.

How can we change this mindset? Do teachers need to act differently? Do students need to take greater ownership for their learning? A teacher cannot be doing most of the thinking, leaving little left for the student.

Here are two ways we can promote more student thinking:

1.) Don't answer a students question. Absurd? Maybe, but quickly answering a question lets the student off the hook for having to think. Instead, ask a question in response to a question. For example:

- What do you think?

- Why do you assume that?

- Have you considered...?

- What do you know about...?

2.) Institute a classroom expectation such as "Ask three before me." This expectation naturally increases student thinking. Students ask more questions and students in turn answer more questions. It takes thinking both to ask and answer questions. While I walk around the room checking for understanding, and a student asks me an academic question, I often reply with, "Have you asked three?" This is a quick reminder to the class to ask other students their questions. If they have asked three students and are still confused, they ask me the question. Do I then feed them the answer? No, I revert to my strategy mentioned in #1 above.

In no way am I promoting that a teacher never gives an answer to a question. I am just advocating that this should not be the first response when asked a question. Lots of thinking should happen from when the question is asked until when the answer is found. If traveling is about the journey and not just the destination, then learning is about thinking and not just arriving at the answer. If students are accustomed to being spoon fed the answer, they will initially be annoyed when they are asked to do more thinking to discover the answer. But, thinking is in their best interest for college, work and life success.

Happy teaching and learning.

Make it a great day or not, the choice is yours,

Wayne

Kids + Thinking

When kids leave school they may have a burst of energy.
When educators leave school we may be exhausted.
Maybe physically, but probably mentally drained too. Why is this? Are we doing too much of the thinking, maybe thinking for our kids? 
These questions motivated me to find out what some thinkers say about thinking. Here we go...

"Time given to thought is the greatest time saver of all." - Norman Cousins

With something to think about, 

Mr. Russell

School Culture Matters

Our head of school, Gregg Pinick, recently launched a video series titled, Concordia Culture Concepts (C3). Every two weeks he publishes a short video for our staff to reflect on. Gregg's overarching message is: Culture Matters. His clear and relevant videoettes encourage me to reconsider the importance of a school's culture. I remember a favorite grad course all about a leader's role in developing and sustaining a positive school culture. 

When I think of school culture, I think of:

- the feeling I have when I walk up and down the hallways. Is excitement generated? Is there energy?

- the people I interact with on a daily basis. Teachers, parents, and students. Even janitors and cafeteria workers. Are our interactions positive? Or do they at least end in a positive way?

- how do visitors feel when visiting our school? Welcomed? Warm?

- are students smiling, having a good time? 

- are parents involved? What is the typical support level?

That's all I have for now. Make it a great day or not, the choice is yours.

Wayne

Are you a self-motivated learner?

During a session today with fellow school leaders we brainstormed several ways to measure whether a student is a motivated learner. Our discussion left me thinking, "What normally motivates our students to learn?"

• A and B grades?
• Parents?
• Cultural values?
• College acceptance?

How can we send our 12th grade students into the world as SELF-MOTIVATED learners? Learners who do not need carrots and sticks to motivate them.

In 2010 I had the privilege of spending three days with learning expert Dr. Jim Knight at the University of Kansas (KU). On Jim's blog, Radical Learners, he describes learning as "not just something we do as a means to an end; it is as central to living a healthy life as breathing, eating, and drinking. Learning is not what we do; learning is who we are."

Learning is not just a means to an end. We shouldn't only be motivated to learn because:

• Our grades depend on it,
• Our parents demand it, 
• Our culture values it, or
• Acceptance into a top college requires it.

We should pursue learning because we love it, and we need it to survive, to thrive. We pursue learning because we intrinsically believe learning and growing are good.

According to Jim Knight, learners:

• believe we are here on earth to learn, so they are turned on by every chance they get to discover something new
• use technology to learn, or to teach others (and because it’s cool)
• have mentors and mentor others
• infect everybody with their love of learning

As educators, we are in the learning business. Yes, we ask students to learn new knowledge and skills, but we must go deeper. How can we help students 'fall in love' with learning itself?

How does your school develop SELF-MOTIVATED learners?

Make it a great day or not, the choice is yours.

Wayne