Sometimes I wish life came with an instruction manual. Sure, it could be digital, but it would need to be prescriptive and descriptive, with diagrams. In fact, it would probably be best in digital form as it would need to be millions of pages long. I wonder what that might read like…
- Drink mother’s milk.
- Cry when you want to wake up.
There would truly be an infinite number of steps. But wouldn’t it be nice to know how to deal with all that life throws your way? I would really like validation regarding some of the things I’ve done in the classroom or at home as a husband and father. Am I really doing the right thing? Should I have done something differently? Knowing, for certain, what I am supposed to do ahead of time in various situations would definitely help me feel more prepared. This way I would also know if what I’m doing is the best option. While I do like the freedom to choose and the excitement that comes from the unknown at times, I often question myself later on. Did I handle that situation appropriately? Could I have better addressed that issue? Knowing what to do and being prepared at all times removes questioning from the equation altogether. Imagine if you never needed to wonder how to deal with that student or address that issue with your child. Wouldn’t that be great?
Since life doesn’t, sadly enough, come with instructions, I find myself often wondering if what I’m doing in the classroom is effective. Is one teaching strategy better than another? Today in my STEM class, the students worked on their assigned math course. My co-teacher conducted a mini-lesson for the students in the supportive group while I lead a mini-lesson for the students in the accelerated group. After the mini-lesson, which lasted about 15 minutes, the students got right to work on their assigned homework. The students in each of the two groups, huddled together to complete the homework. I was a bit worried that they would simply copy off of each other, and so I monitored these groups closely. As we have fostered a strong sense of collaboration and compassion in the sixth grade classroom, the students are great at supporting one another in appropriate ways. The groups of students seemed to be effectively working together to accomplish the task. They talked through each problem, mapped it out on the whiteboard tables, and answered each other’s questions. When one student was confused, another student helped by explaining the process or problem to the student in a meaningful manner. Each student in both groups seemed to really understand the skill covered in today’s mini-lesson. It was quite amazing to see this form of effective collaboration in action. Because the content covered for the accelerated group was a bit challenging as it dealt with word problems, I was worried that two of the students in that group would really struggle to complete the homework as they tend to take much time to process new concepts. Instead, these students helped their group persevere through the challenging homework problems. One student who I thought was about to get frustrated and walk away from his group, was in fact, having an a-ha moment and able to help his group solve the particular problem they were working on. I was so impressed with my students and how they worked together in STEM class today.
I find that collaboration is a challenging skill to teach young students. For me as a student, collaboration meant that the students next to you would copy from your paper and there was certainly no talking to each other. Usually one person did all of the the work. In our current global society, collaboration has taken on a new meaning. It’s not about doing the work, it’s about talking, discussing, problem solving, and the group think mentality. This can be difficult for students to understand, especially those from different cultures and academic backgrounds. For some of our international students, copying is the appropriate way to accomplish certain tasks. Helping students to learn a new way of collaborating is definitely tough, but very important. Students need to understand how to support one another and help each other understand concepts and how to solve problems without one person doing all of the work. As a teacher, I often wrestle with teaching collaboration and group work. Should I allow the students to work together? Are they really working together or is one person doing all of the work? Is effective collaboration really happening? As teachers, we need to observe and monitor our students. Conferencing with them one-on-one to assess their understanding of concepts and skills also helps. If we are teaching them the strategies needed to successfully understand how to work together and collaborate, and we monitor their progress throughout the year, then we will know whether or not they are truly and effectively collaborating and if it work for them.