"I Don't Need Help." - March 23, 2018
We expect our students to struggle, to work hard, and to work independently. We also acknowledge that everyone needs help sometimes.
Last week a student could not figure out how to add fractions with unlike denominators. A teacher offered help, but the students replied, "I don't need to be in a corner of the room with a teacher getting help, I don't need that."
The teacher made sure to immediately respond, saying, “There is nothing negative about getting help. We all got help to get to where we are now!"
We work hard to tailor our teaching for the individual need of each of our students. While encouraging children to search for strategies and methods to become more self-assured and self-reliant, we reassure students who need more assistance, that help is always available, and that help is not a point of negativity. It is important to build a community based around struggle and hard work, but also the safety and freedom to ask for help when needed.
I love math because the teachers say, “No.” - March 2, 2018
“I love math because if I don’t know something in the class and I ask Mr. K. or Ms. M. for help, if they know I know how to do it, they say ‘no.’ So if I do it over and over again then I know how to do it.”
Did you ever have your child come back from school and say they don’t understand something and the teachers won’t help? There are times when we teachers are going to let children struggle on their own. Letting a student struggle helps them develop their own way of thinking as opposed to coming up with what they think the teacher wants to see. It also pushes them to rely on what they already know.
We actually do help our children a lot at Discovery, and we can actually better help the children after they have written a paragraph, after they have tried to solve a problem even if it’s inaccurate, because we can have a better insight on what they comprehend and on their misconceptions.
One of the way we use to push our students to rely more on themselves is to schedule several periods during the week that we call “Study Hall,” during which we encourage our children to work independently.
Yes your children will often hear us say, “I can’t help a blank page.”
For the first time, we undertook the production of a musical with many of our 4th and 5th graders. One 5th grade student was not happy during the first rehearsals for our production of “The Lion King”.
He was often disruptive during rehearsals and was even asked to sit out of one rehearsal, due to inappropriate behavior.
Yet, it was this same student, during the performances, who became the de-facto dance captain and all-around anchor for the ensemble.
What affected this transformation? As he allowed himself to open up to the process, he was given small doses of responsibility. From making jokes to influence his peers, he channeled his influence to encourage the ensemble to improve their performances. His comments became,
In the end, he asked to speak privately with the teacher who directed the show to make a suggestion to encourage the audience to sing along with the students at the curtain call:
It felt like the more he saw that we believed in him, the more he displayed his talents.
Self-confidence, self-determination, the ability to change course and think on your feet - these are some of the things that the arts instill in children. Some of this cannot be “taught,” but only learned through experience.