How Do Children Learn?
“Education [is] not an end in itself but [is] the first step in a progress which should continue during a lifetime.” - Caroline Pratt
Students learn best when they are in an environment of warmth and support. It is imperative that the educators in their lives respond to the individual strengths and learning styles of their students, while taking student curiosities and initiative into account when designing curriculum. They need to be taught to think critically by building their own knowledge base and gaining the presence of mind to ask questions, cultivating an innate inquisitiveness and ongoing love of learning. When they feel safe, a confidence grows within them. It allows them to see that failure is an opportunity for development and reflection - a chance to learn from their mistakes and the realization that they are not alone in the intellectual process. When students feel as though they are a partner in their education, that they are not isolated in the system, a spirit of inquiry blossoms with them. Sharing their knowledge and progress through a variety of assessments engenders the mindset that the process of learning is what is essential rather than the final product.
How Do I Facilitate That Learning?
“You can’t motivate a student you don’t know.” -Ted Sizer
The role of the teacher is to challenge students in a developmentally age-appropriate way, but to also encourage risk-taking in a safe space without fear of repercussion. Teachers need to foster a love of learning for its own sake, so that students develop an intrinsic motivation to do their best to master what they are discovering. If they do not, moving forward is of no consequence, since many subjects build on top of the information that has already been acquired. Key to this facilitation is helping the students establish a growth mindset so that, when faced with challenges, they do not think, “I can’t do this,” but, instead, “I can’t do this YET.” However, education - especially during the middle years - is not simply about content and skills; it is about the social-emotional well-being of our students, as well. One of the many responsibilities of a middle school teacher is to guide their students through the transition of leaving childhood behind to mature into young adults, supporting them in making the right decisions along the way. Teachers need to establish open and positive relationships with their students so that they understand that there are adults in their lives that care deeply for them and are there to advocate for them. It is this part of being an educator that brings me the most joy. The long-lasting connections I’ve formed with my students is the most meaningful part of being a part of the life of a student. When alumni describe the impact I’ve made on their lives, the feeling that I’m making a difference in someone’s world is simply unparalleled.
Why Do I Teach The Way That I Do?
“A passion for learning...isn’t something you have to inspire with; it’s something you have to keep from extinguishing.” -Deborah Meier
When I started my career at a high-performing public middle school on Long Island, NY, I was told by my administrators to lecture. I knew this wasn’t best practice, but I had to follow the rules; I had to prepare my students for a state exam. My students were passive learners, completely uninvolved in their education. They were receivers of information that required memorization. Working in independent schools, particularly progressive schools, taught me to trust my instincts as to what my students needed to be their most successful selves. I’d learned that, no matter the setting, I could finally be their guide to uncovering and exploring information, rather than be the source of information. I could allow them to be the problem solvers, the decision makers, the critical thinkers, which led to them being engaged rather than uninvolved. I was now free to help them pursue their interests and delve deeply into topics they loved, rather than race through a curriculum, determined to spend the year teaching to a test without focusing on their competence or mastery. Their education could now be centered around their questions, rather than their textbook. Finally, they could put emphasis on the process of learning - the exchange of ideas with their classmates, the captivation of hands-on projects, the ownership of sharing what they’ve discovered in a variety of ways - rather than prioritizing a number at the end of a task they had to endure. I’ve realized that students can and should love school, that school can enamor them while still challenging them. The classroom can be a place of joy and the fulfillment of a child’s inherent curiosity, where a growth mindset can enable their maturation as leaders, innovators, creators, and collaborators. Now, sixteen years later, my classroom is no longer a place to get facts and “good grades." It’s noisy and (seemingly) chaotic. My students are at tables, laying on the floor, or sitting in bean bag chairs. Some are working individually, while others are working in groups. Some students are rehearsing a play they wrote together, others are creating stop-motion videos to present to their classmates, while others are writing newspaper articles. While each student will end the year having achieved the content goals and having gained the necessary skills needed to achieve success in future classes, they will also do so at different stages in their development. They will end they year as individuals, comfortable with how they learn, proud of their successes, and confident moving on to the next class.