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.
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Originally published Jan 23, 2020 by Allie Kallmann
A few years into teaching early childhood, I applied to work at a school that does incredible work in the local community. I was thrilled to get an interview but realized very quickly that, even though the environment was supportive and the students were wonderful young people, I was much too intimidated to work there.
Originally published December 22, 2016
Regard for Student Perspectives as defined by CLASS® is“the degree to which the teacher’s interactions with students and classroom activities place an emphasis on students’ interests, motivations, and points of view and encourage student responsibility and autonomy.” This often looks like following children's lead so that you can anticipate their needs during an activity.
Understanding how to effectively employ CLASS's Regard for Student Perspectives while maintaining a constructive learning environment can be challenging. In the following paragraphs the fictional preschool professional, Mrs. Jones, will illustrate the indicators of Regard for Student Perspectives at circle time. I’ll then discuss her exemplary examples:
Feel intimidated by the idea of advocacy? Many do. Our guest on today's episode of Teaching with CLASS, Jake Stewart, explains the importance of using your voice to make change & easy ways to take action. Whether you're talking to Members of Congress, creating a TikTok, or simply talking to a family member, your voice as an educator matters.
The CLASS® tool’s Instructional Learning Format (ILF) dimension refers to the ways educators enhance engagement. We all know students who are engaged in school regardless of who their teacher is just simply because that is who they are. But, this dimension examines the ways in which educators expand involvement by using a variety of modalities, strategies, and providing hands-on opportunities. This dimension is not about the actual learning that may or may not take place, but rather the “hooks” and methods an educator uses to “set the stage” for learning.