Rushing to Succeed

In our rush to cover all aspects of the standards, we are constantly under pressure to produce tangible results. We want our students to turn in something that will impress our department heads, look good in student portfolios, or satisfy parents and enable us to check a box.

Back to Basics

With so much emphasis on immediate results, how much time do you have to actually just let students think. It wasn't until I had my own children that I started to understand the importance of wait time. My four year old needs time to process information. Sometimes I find that if I leave her alone to practice or think, she will then amaze me with how much she learns.

I am a talker, and a communicator. I have a desire for all my students to have as many 'aha' moments as possible. However, whatever the age of your students, delivering one or two concepts, and asking students to teach each other, can be a great way for students to digest information. Students have to take time to prepare in order to explain the concept to a partner. When assigning topics, make sure to give a list of supporting facts, or maybe an example. Your students may want to do research on their own before they present their topic, or they may want to discuss their questions with you. It is always so rewarding to see students' enthusiasm. With this approach, it is almost as though you are withholding answers until your students are excited enough to answer their own questions.

Less Pressure - More Results

From playing sports, I noticed that I can practice a stroke on the tennis court the whole afternoon with little progress, but can go home that night, dream about the match to come, and internalize the skill. This muscle memory, developed without being forced, is what enables me, and students, to use the skills that have been learned.

I've found that I can apply this concept in my high school science classroom. I present the details for a typical reaction and show one or two examples, without pressuring students for answers or explanations immediately. I give them time to think about what is happening.

This type of teaching strategy needs to be used with forethought to ensure that your expectations are met and that students stay on task. However, allowing students to continue with an experiment while they work together to solve problems makes them responsible. I give them the time to work though the data and reactions themselves.

In addition to allowing students to figure out concepts through questioning and exploration, I also give students a short amount of time each day to check over their homework before they turn it in, and bring up any questions they may have. For example, students work through the lesson of the day, and then have a few minutes to ask particular questions pertaining to the unit so far. Depending on the class, I might allow other students to answer the questions or give real-world applications of the topic to clarify its meaning. Teachers can also use this as a method of giving students an opportunity for extra credit, or demonstrating an understanding of the material.

Having patience and allowing students to process and clarify their thoughts not only works from a educational standpoint, but also helps improve the emotional energy of the classroom. I have noticed that students calm down and contemplate their views, before speaking in front of their peers. They also show less signs of frustration, which can occur when issues are forced, or if they sense the teacher is impatient to move on. While students may be turned off when they are handed facts that are supposed to be memorized, they show their natural interest when they are allowed to be active members of the learning process.