Teaching involves children. And so teaching involves stress and angst and hard work and trying to solve problems. Sometimes, it works.
The stress this week was trying to help a child do maths. His attitude was challenging: I counted myself fortunate that he hasn't actually written: "I hate maths." or "This lesson sucked." but it has been a close thing on a number of occasions. Matters came to a head earlier in the week when he just about refused to do any of the practice questions I had set the class. Tears - his AND mine - were incipient.
I took a deep breath and directed him to read and closely examine my Growth Mindset display at the back of the class. Fortunately, it was break at the end of the lesson so we both had time to recover. After the break, I asked him if anything had been helpful. "Yes," he replied, "this." as he pointed to this image:
"Oh, interesting," was my reply. "Where do you think you are on these steps?" He pointed to 'I can't do it.'"I'm here," he said, confident that I would recognize the truth of the statement.
"Oh no, you aren't," I replied. He stiffened, ready to defend his position. "No, you're here." I pointed tot he bottom step "I won't do it". "You don't want to try maths at all. It's not about can't because I promise you, you can. And I know that is true, because, as you know, I am a Very Old Teacher and have taught hundreds of children. I know you can do maths If You Want To."
I carried on for a bit longer, going on about negative attitude, giving up before you're even started, blah blah blah.
Then we went back to my desk and I explained the maths issue again, using some very simple practical aids. After a few minutes of teaching, where my unwilling student had achieved 100% accuracy while I, metaphorically speaking, stood over him, we then stopped and I gave it no more thought....
...until a couple of days later, when I realised a) there had been no more negative comments written in the maths book b) no more negative attitudes in maths AT ALL c)increased concentration and focus and d)a much happier little boy.
I called him over and shared my observations. "Oh yes," he said, smiling. "I'm so much happier now. And I LIKE MATHS."
.
I congratulated him, low key. Well, I might have used words like thrilled, delighted, proud etc etc, but I didn't whoop for joy or high five him. Just found myself grinning broadly, at how just a few minutes of focused attention had made all the difference to this particular ten year old... Memo To Self: Pay Attention. It reaps dividends...
The other incident which gave me particularly warm and fuzzy feelings was, in brief, just reminding a troubled child of two key questions: What is the problem? What are you going to do about it?
A little reflection and he had a strategy. Result: a much happier, more in control child who, hopefully, has a strategy for the future now as well.
Teaching. Making a difference. And, really, Absolutely Nothing To Do At All With The Three Rs....
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