A Special Gift

Dr. Wendy Ghiora – Posting #34 – December 26, 2009

Since we have just experienced the season of giving, I’d like to ask you to ponder for a moment a very special gift. It is the gift of teaching. There is nothing I can think of that compares with this very special gift. If you are fortunate enough to have been blessed with the gift of teaching, you have most likely discovered it is all but impossible not to share it abundantly.

In fact, the feelings good teachers have about teaching haven’t changed much over the years. Here is a portion of an article I found in Time Magazine, dated May 5, 1947:

Considering a teacher's lot and a teacher's pay, why should anybody want to be a teacher? Well, there are reasons. In the National Education Association's monthly Journal, Wisconsin Teacher Dorothy McCuskey recalled a couple of her own: "The day you help Johnny discover that multiplication is really a short form of adding, the day a whole class cooperates to write a poem which expresses the fresh new beauty of a child's world, you know why teaching holds people. . . . All farmers and even tenders of city ivy pots know the fascination of watching things grow. But for the teacher it is not things—it's people."

Added California Schoolmarm Kathryn H. Martin, in the educational magazine Clearing House: "People who are too smart rarely make good teachers because they can't understand why other people make so many mistakes. . . . If I didn't remember how I felt about long division, I'd go berserk some day when I see 'there' and 'their' mixed up for the one-millionth time. . . . The most interesting thing about teaching is not what-you already know, but how much you learn and need to learn. A teacher who 'knew it all' would be nothing but a sad automaton, but I've never met one. Most of us don't know very much, but we keep on trying because the children insist. . . ."

You see, the more things change, the more they stay the same. The best teachers are there to learn as much as they are there to teach. They guide and nurture children and revel as they see their students grow. That part is included with the gift wrapping.

Yes, teaching is a unique gift, one that can be used to change lives in so many wonderful ways. Teaching is not really a choice, but rather a “calling.” If you are one of the few who has this gift, use it wisely; its power can illuminate the future of our world with bright smiles and caring young men and women who show thanks to their teachers, through their many accomplishments. This is definitely one gift you won’t want to “return.”

So, during this season of giving, be thankful for the teachers who have made a difference in your life, but be even more thankful if you have received the special ability to teach others. It really is “the gift that keeps on giving!”

Wishing you a brilliant New Year!

Is Teaching 'Respect' Important?

Dr. Wendy Ghiora – Posting #33 – December 19

As good teachers know, it’s not about the lesson plan; it’s all about the student. We also know, it is imperative we teach the “whole” student. Possibly, one of the most important things we can teach our students is respect.

Please note that respect is not the same as obedience. The difference is, a student (or child) might obey because they are afraid. When a student respects you, they obey because they know you really care and want what’s best for them.

Like it or not, when we sign up as a “teacher,” we sign up for being a role model who, by example, has powerful influence on students, over the course of a semester or year. The period of time we spend with our students is enough to, by example, gain the respect of the student. How does a teacher receive respect? By showing it. That said, the best way to teach respect is by example and demonstration. When a student experiences respect, they know what it feels like and can begin to understand its importance. Just keep in mind the golden rule: “Do unto others as you would have them do unto you.”

Respect is a learned attitude. It is a part of one’s behavior that will greatly help a student succeed in life. If children don’t have respect for peers, adults, or themselves, it will be almost impossible for them to attain success at anything.

Would you like some tips on how to not only “talk the talk,” but also “walk the walk?” That old saying is still true, “Actions speak louder than words.” These pointers should get you off to a great start as a good role model of respect for your students.

How can we best model respect as a teacher or parent?

Be polite- Say the magic words, “please” and “thank you.” Say “excuse me,” when you must speak to someone who is otherwise engaged in a conversation.
Be fair- Listen to the child’s side of the story and get all the facts before reaching a conclusion. “Let me see if I heard you correctly. You said,…….?”
Be honest- If you do something wrong, openly (yes, in front of the whole class) admit it and apologize. “Class, I am so terribly sorry I led you astray. I was wrong about that. Here’s the correct answer. You learn something every day.”
Be a good listener- Give the student your full attention. Do not interrupt until they have completed their communication. You may well be the only adult they can talk to.
Be positive- Don’t ever get close to embarrass, insult or make fun of a student; encourage them and compliment their progress and success. Think hard before saying something about a student in front of the others. Actually, comments made to a student in front of their peers should only be positive ones.
Avoid poor role models- When you see examples of disrespect, discuss them. “Students, did you notice how the boy in the film just grabbed Johnny’s toy without even asking permission to touch it? What do you think about that?”
Be reliable- Keep promises. Show students you mean what you say and that they can count on you. If you promise to be there at 6:00 A.M. for the pancake breakfast, be there!
Be caring- Demonstrate your concern for people, animals and the environment.

Important steps

It is vital to place much emphasis on teaching students to respect themselves. Self-respect is indeed one of the most important kinds of respect. Once children respect themselves, it is easier for them to respect others.

If a student makes a mistake, or breaks a rule, remind them you still care for them and turn the mistake or transgression into a learning opportunity, where the child can still make amends and feel like a winner.

Help your students set and achieve personal goals. Watch their self-respect skyrocket as they see themselves achieving those goals!

Encourage honesty frequently. Let your students know they may be able to fool some people, but they can’t fool themselves. There is no pride in stealing, cheating or lying; for they will only be hurting themselves and holding their own abilities down.

Your opinion means the world to your students. If you believe in them, voice that belief in them and in their success and they will believe it too. It is also important to show you care. It’s okay to say, “I really care about you,” “I know you can do it!” If appropriate, give hugs or encouraging pats on the shoulder.

Is teaching respect important? What do you think?

A youth is to be regarded with respect. How do you know that his future will not be equal to our present? Confucius

BUILDING CONFIDENCE IN YOUR STUDENTS

Dr. Wendy Ghiora – Posting #32 – December 12, 2009

The dictionary defines confidence as: freedom from doubt; belief in yourself and your abilities, the quality or state of being certain. How does one gain confidence? Let’s take a look at something you personally feel very confident about being able to do. For example, if you are a good, accurate typist, you know with certainty you can complete typing a full-page document fairly quickly with a minimal amount of correction needed. How did you acquire this confidence? Through practice, practice and more practice.

Confidence and mastery are inextricably linked in a continuous cycle, each helping the other to grow. Once mastery is gained, confidence is its shining glory. Unfortunately, many kids give up when tasks become challenging because they lack self-esteem and need encouragement from another (like you, their teacher, parent or coach). This is the missing ingredient necessary for these children to tackle new learning enthusiastically.

Without self-assurance, kids won’t reach their full capability. Their failure to achieve goals will reinforce their low sense of self worth, and a different kind of cycle will occur. How can you keep this from happening to the kids you work with and care about? Here are some suggestions that have shown great success:

Provide Opportunities
Get kids involved in tasks that are slightly above their current level of functioning. Anything less is too easy, anything too steep may be frustrating. Helping kids to stretch a bit gives them experience accompanied by appropriate challenges. Varying the types of tasks given, helps keep interest levels high.

Model Positive Thinking
Exhibiting a negative attitude can easily rub off on kids. They look to us for examples of how to respond to challenging situations. Let them observe you eagerly tackling challenges while verbalizing self-assurance. For example, if you opened up a kit containing a new teaching tool to put on display in the classroom, and you were having a difficult time assembling it; instead of getting upset, making nasty comments (or worse, yelling obscenities), calmly talk through the situation, making positive remarks, take it one step at a time and work the problem into a solution.

Model Problem Solving
Many kids are often uncomfortable when things don’t come easy because they don’t have the skills to manage roadblocks. If a pattern of giving up when things get tough has been established, help them work through it by changing their thought processes. Help normalize the process of challenge: when you hit obstacles, explain how you think your way around them. When you feel frustrated, verbalize your feelings, but keep going in spite of it. When you need help, ask for it. Kids often have trouble with this skill, too.

Don’t Rescue
Avoid the urge to jump in at the first sign of frustration. Kids need to develop the ability to work through this often difficult emotion. It’s a balancing act: you don’t want frustration levels to get too high, either. You might need to restructure the task so that mastery is possible. Or better yet, have kids verbalize ideas about what would help make the situation less frustrating.

Use Praise Properly
Don’t waste praise on simple or effortless tasks. Kids can see through the smoke. Plus, praising them for something that didn’t require any work on their part sends them the message that you don’t think they’re capable of more. It can lead to frustration or playing the helpless victim. Instead, make your words count. Save your accolades for accomplishments that require true effort, and thus help kids reinforce their own successes.

Setting an example is not the main means of influencing another, it is the only means.
Albert Einstein

TEACH LIKE A COACH, COACH LIKE A TEACHER PART II

Dr. Wendy Ghiora – Posting #31 – December 6, 2009

Learning a New Skill

Experience indicates that until a new skill becomes routine, the coach should not introduce another new skill. This could create significant learning problems. If you accept this premise, you may want to rethink the entire process with which you teach new skills to your athletes. This is one practice experienced teachers should do, but unfortunately, many do not. For example, if you try teaching long division to a child who still can’t multiply, the child will fail miserably. The same will happen in sports. If you teach an advanced skill based on an easier, more fundamental skill, if the athlete never fully grasped the fundamental skill, he will fail at the more advanced skill.

Teachers, learn from the coaches. When a child is learning new vocabulary words for example, give them plenty of opportunities to practice using the new words learned over and over again. It is common knowledge that a new word must be used at least six times before the person knows it cold. This is why we see athletes practicing a new skill or a new play for an upcoming game over and over again until the players know it cold.

Reflection Time

We know that students learn best when they are given the time to reflect upon what they have just learned, how it is connected to what they have previously learned, and how they will use it in the future. They require time for the learning to take root or to absorb to the point that the “aha moment” happens. It is difficult for a classroom teacher to find the time to make this work, but it is crucial to the long-term teaching process.

Coaches should do the same. They have to build the athletes' skills patiently and solidly piece by piece, in practice. A small investment in reflection time in the daily schedule will usually produce tremendous results.

In practice, those times of reflection are numerous. Each time the team does something right, the coach can say, “Now think about what just happened. Why did that play work?” At the end of practice, as well as at the end of a classroom lesson the team or the class can reflect on the goal for the day and whether they achieved it and if so, how.

Lowering Performance Anxiety

There isn't a coach who hasn't had an athlete perform poorly because of his high level of anxiety. Whenever a player begins getting excited every time the action heats up, the coach simply can't tell him to calm down. It won't work. Coaches have to teach players to focus on their role in the team pattern, and to flow with the action--not hurry or overdo things, the byproducts of anxiety. Yes, they have to teach them, but how? It is taught during practice with constant reminders and by example. If the coach gets excited about an error, the players will also. If the coach approaches it as a teaching moment and learning moment, players will eventually think of error as success in work clothes. Teachers must do the same. In the classroom setting, students become anxious on test days. This is their performance time, similar to “game day” for an athlete. Teachers should remind students to focus on what they have learned and how well they have performed in this subject during class time. They can gently remind students to take their time and rely on the knowledge they have previously demonstrated.

Getting Your Athletes and Students to Listen

Research shows that most children from a very early age receive at least six negative comments for every positive one. How about if we try giving each student at least one or two positive comments each day? We have all heard the saying, “You catch more flies with honey.” Give specific positive comments and compliments on a task done well by a student or an athlete. Instead of saying, “Good job Eddie,” make it real and meaningful. Say, “Eddie, I noticed how well you were focusing when you caught that fly ball!” This encouragement will go far to build that child’s self-esteem, and make him much more interested in listening.

The task of the excellent teacher is to stimulate "apparently ordinary" people to unusual effort. The tough problem is not in identifying winners: it is in making winners out of ordinary people.
K. Patricia Cross