Children love playing shadow tag, catching and stepping on each other’s shadows. We teachers need to keep an eye on our shadows too ... metaphorically speaking, that is. We’re big in children’s eyes, and we have a lot of power over how they spend their day. If we slip into taking over their explorations and answering our own questions, we subtly let children know that their ideas and interests aren’t as important as ours. But if we want our children to develop independence and feel engaged in our classroom, then we have to show we value their ideas and support their independence.
So, when you feel the impulse to be “the star of the show,” try a few of these tips to avoid overshadowing students.
This can be a challenge when you've got a fixed curriculum you have to cover, but there are always ways to incorporate students’ ideas. For example, if you’re helping children master fraction/decimal conversion in time for upcoming state tests and a student mentions a trick his mother told him about how to estimate results, ask him to share with the class and incorporate the trick into practice problems.
Children of all ages like to take on special roles in the classroom, whether it’s being the line leader, reviewing a peer’s story, or leading a small group discussion. Having students take on these genuine responsibilities can help you be available in other ways and allows them to engage more deeply in activities.
Some children might want to learn more about dinosaurs, others might want to explore the garden, and you might want to teach them about the life cycle of butterflies. Set up different centers, provide choices, and switch up your plans (they might want to learn about butterflies tomorrow). You’ll find children are more interested and involved if you teach what they want to learn. In older classrooms, you might allow students to choose their groups, the topic they want to write about, or which problem set to solve.
What have you done in the classroom to encourage student independence and engagement?
Editor's Note: This post was originally published in Feburary 2014, but has since been updated to keep the content accurate and engaging.
So, it’s June and you have just wrapped up the year with your students. They have made tremendous progress over the course of the year. The routine of the day flows naturally, the expectations about what is and isn’t appropriate behavior is fairly clear to all of them (and to you), and you leave the school year feeling confident that they are ready for the new challenges that lie ahead. You go into the summer months looking forward to a much needed break, but also looking forward to your new group of students in the fall.
As a Certified CLASS Affiliate Trainer, I enjoy reading the discussion posts and responses in the CLASS Learning Community. It gives me further insight into the areas that teachers have questions about, and the responses and techniques that members of the community are sharing with others. Usually I just sit back, read along, and take it all in.
Then recently someone posted, “I'd love some great examples of what Quality of Feedback looks like when you're working with less verbal children. For instance... creating an effective feedback loop off of what a child does more so than what he or she says.”
Many teachers will agree that their first year of teaching can be one of the most grueling, challenging, and stressful experiences for them as they take on the task of educating our youth. In my first year of teaching, I was not familiar with the CLASS tool and its impact in the classroom. I was not aware of the dimensions, indicators, and the tremendous power of interactions. Looking back, I recognize the many ways the CLASS tool was reflected in my classroom, but I also see the value in how familiarity with the CLASS tool could have benefitted my classroom. Although many external forces impacted my role as a high school Spanish teacher, the CLASS tool’s invaluable purpose could have made a profound impact on my first year teaching.