At a CLASS Group Coaching (MMCI) Training in Florida, an instructor told a story about finding a coconut on the beach with her granddaughter. She asked her, “How do you think we can open it up?” Before her grandchild could respond, her husband chimed in with exact instructions. She laughed because of course she had been trying to get her granddaughter problem solving—not her husband! It’s so easy and natural for us to jump in with an answer. As teachers, we have to remind ourselves why we stand back—to give children the opportunity to build those higher-order thinking skills that are so important to school and life success.
Too frequently we confuse providing information with promoting higher-order thinking. Providing information tells a child facts and knowledge about a subject. It’s not wrong—children do need to know their colors, shapes, and numbers—but it doesn’t challenge a child to do anything more than memorize, especially when those facts are isolated from anything the child is doing. To build thinking skills, children need to use that information to make sense of the world around them, or, even better, learn those facts within the context of exploring the world.
Appropriate opportunities to promote higher-order thinking include:
I’m always surprised by how children answer; they show me so much about how they see the world. For example, they might sort the foods into “yummy” “icky” and “weird” baskets or say that their tower is strong because they used the blue blocks. This provides plenty of opportunities for me to respond in ways that help them understand concepts a little better (“Why are blue blocks stronger? Could you make a strong tower with the red blocks, too? How?”). Just think, if I’d told them how to sort the food—they would have done so, and done fine, but neither of us would have learned anything about how to think. Now that I know they see food in those categories, I might ask them to subdivide their categories or challenge their choices (“Hmmmm. I see you put tomatoes in your “icky” basket, but I know you like pizza and spaghetti. Those are made with tomatoes. I wonder why you like those tomatoes and not these?”).
For me, it’s endlessly fascinating to see how children think and help them understand how to make sense of the world. Does this engage you in your work with children? I’d love to hear your stories!
Shared physical presence is a large part of how we’re used to connecting with each other. Strong connections and relationships are important for children who may have recently experienced loss, high stress, or trauma. As teachers connect with children in a virtual setting, it can be more challenging to think about how to create a safe space for learning, sharing experiences, and taking risks.
As a CDA with CLASS facilitator, I now recognize that CLASS also helps us think about how we can be present and responsive in supporting the curiosity, engagement, and persistence of adult learners.
I am blessed to be able to support CDA learners, many of whom are returning to formal education for the first time in many years. Some of these learners come from previous educational experiences that were not supportive, that left them feeling that they weren’t good at school or weren’t competent students. But with the right support, these learners can grow their persistence as well as their sense of competence and confidence.
Data from the National Survey of Students’ Health (NSCH) indicates that almost half of the students in the United States have experienced one or more forms of serious trauma, such as poverty, homelessness, or abuse and neglect. This means that an estimated 35,000,00 students, from infancy through age 17 are at risk for not only school failure, but for a number of social-emotional and physical complications (e.g., PTSD, heart disease, etc.) that may have life-long consequences to their health and well-being. The effect of COVID-19 has surely increased the percentage of young people who are experiencing trauma. And while people of all races and socioeconomic statuses have been affected by COVID-19, poor communities of color have been disproportionately impacted, adding an additional level of trauma to a population already traumatized by systemic racism.
Calvary City Academy & Preschool closed on March 13, along with most programs in Florida. While closed, we had much to prepare for reopening. While children were home, we prepared packets to send home, met with children virtually, and even hosted things like field day, spirit week, and graduation virtually! Even with those successes, we were so happy to be able to return to being in-person when we reopened in June. Since June, we’ve learned a lot. Here’s what’s working for us: