In today’s crazy world, it has become somewhat obvious that we are lacking some tools to maximize the educational experience–especially when it comes to classroom teaching and learning. I believe whenever a person wants to improve something- especially a process- one must take an inventory of the tools and resources, of the support and mechanic-ions in place at the current time in order to shift and adjust, to add and augment. So rather than obstinately pushing forward, let’s look at a sort of compass.
Teachers, the children that come into our classrooms are not the same. This is the 21st Century. They have never known a world without – not only without technology, but invasive and brain altering technology. Many of these children cannot concentrate or focus, they struggle with psychological, emotional, and environmental turmoil. Many of their families struggle financially or in relational communication; all this takes a toll. It can be argued, the latest pandemic changed the world forever…and not in many constructive ways.
So, is this simply a question of using more technology? More apps to customize a real world approach? How exactly do we take inventory? This can be accomplished through empirical or anecdotal means. It can be based on research and study. But, today, I advocate a much simpler process to identify and start applying tools that are right under our noses-literally! How many of the senses do we sincerely engage in the course of a classroom lesson?
Do we use our voices? Of course, we do! But do we use tonality and rhythm with our mouths? Do we use pauses and moments of reflection? Do we use volume adjustment and silence, pace and inflection? Ah, do you see what is meant by right under our noses? Do we sing? Do we hum? Do we whistle? Think of all the cool connections we could make if we did?
Moving on… Do we use our hands? Now, I know as teachers we can be quite expressive…especially my Language arts and literary teachers out there. We can often be seen flailing away in the classroom, conference or meeting….BUT….Are we intentional with the connections we allow our students- or what I like to call learners- to witness. Motions and movement can be crafted in such a way as to embellish a point or express a theme. Furthermore, brain science will confirm the more motion and E-motion we can embed in our lessons, the stronger the investment will be for the teacher and learner, long term.
Do we engage true listening? Oh, I know, the ears are above our noses…lol But, do we allow our learners to listen? The difference between hearing and listening is stark. Hearing is simply a psychological process whereby sound travels from one source to another. The ear drum is activated and vibrates giving a person the very real perception that sound is being made. But, is that sound coming together to form phonemes and words and sentences…and furthermore do those sentences carry meaning and purpose?! Listening. List-en-ing requires attention to the message being communicated from that source. Do they listen? Can they listen? Do they know the difference? Whaaa..whaaa.wha…whaaaaaa…whaaaa…wha. Many times they just hear Charlie Brown’s teacher or BartsimpsonsteacherchatteringawaybutnotlisteningATALL. Should we bring them in on this truth?
Classroom Management. Did that get your attention. When children are making emotional investments and see the excitement we are exuding, the holistic flow of curiosity, attention, respect, and engagement are sure to follow. Isn’t the main solution getting us all to CARE?
You all see where I’m going with this now? Don’t you. Do we use our feet? Do we move? Do we dance, do we walk slowly or quickly dependent on the context of the lesson… Do we allow our kids to see the passion we have for teaching?
Do we play with the environment? Do we use different lighting to teach about the various nuances of tone in the lesson? Do we use symbols? Do we prime their brain with an image, sound, movement, or even smell? I know. This is a whole new world and will require lots of changes. Start with this. Put a picture up on the wall that connects to what the lesson is about. Play a song that connects the theme. Invite questions. Don’t give away the punchline. Prime the brain and when the aha comes….it is magical.
Are you receiving some new ideas? Was it difficult to take inventory? Do you want to mix it up a bit as they return to your room next week? Do you want to talk about it? I sure would love to. Please feel free to contact me and leave messages below; let’s make the necessary adjustments our kiddos need to truly reach them in the 21st Century.
© Jeff Sznajder 2022
Jeff’s Poetry 