Wrong Problem, Wrong Solution

curioisitySo easy to make assumptions about what’s behind students’ behaviour. Often if we knew the reasons they were absent, late, inattentive, etc., we would be heartbroken, not angry. (I’m quoting someone there, but I can’t remember who!)

Jenny Horsman has just put up an interesting post about what happens when we assume students are not motivated when they annoy us by not showing up, showing up late, sitting at the back, unresponsive, with their coats on, neglecting assignments–I need not go on. You recognize the list.

Check out Jenny’s post here. 

Related posts:

Survival Strategies Come First 

If They Come, They Care

Every Student Cares

Learning from Our Mistakes

Learning from Our Mistakes

pencilStudents learn from their mistakes, they say.

I agree. They learn something. But often what they are learning is not what the teacher thinks she is teaching.

M. Moriarty said it well in a comment on an earlier post:

To this day I cannot bear a red pen… it signals math failure to me – and try as I might – I never did learn from my many many mistakes in grade school math – what I learned was that I wasn’t very good at math and that after a while it really wasn’t any use to try…. Continue reading

Re: Where is the Teacher?

Re: Where is the Teacher?

I got an e-mail from Dave, who attended my workshop last week on “Putting Learners in the Driver’s Seat.” He asked, “If the learner is in the driver’s seat, where is the teacher?” I’m going to answer by telling the story of Lucie’s success at speaking in public.

Lucie won the class lottery! She got to come with me to Edmonton to present the Never Fail Writing Method that we used in our basic literacy program. A plane trip, three nights in a hotel, and a glimpse of the big city, Continue reading

What’s in It for Me?

What’s in It for Me?

Two people commented on my last post, about how working with Bernice got me started on marking for confidence.

First, Evelyn said that she thought many teachers would have seen Bernice as “resistant or difficult or careless or smartass.” I think most of those judgements are accurate.

She was resistant–she did not want me to “go over” her work with her; she wanted to keep herself out of a situation she had doubtless been in many times before, where a teacher pointed out where she had gone wrong and expected her to fix her errors. Continue reading