Showing posts with label questions. Show all posts
Showing posts with label questions. Show all posts
Sunday, November 15, 2009
A Shift in Thinking, A Shift in Believing
Since my October 3rd post titled "Challenging Students to Think for Themselves," there has been a shift in my students' thinking. Making every effort to not answer any question a student asks me that he/she can answer his/herself, the students have been redirected a countless number of times since my post about this movement in my class. Some students have even come to the point where they start to ask me a question, but stop and answer their own question. Actually, it is more than answering their own question. It is that they are "THINKING," therefore they don't have a question to ask. This change is because they are starting to realize that if they give themselves a little time to think about what ever it is they are questioning, that they can actually figure it out on their own. As per many of my encouraging comments about the students believing in themselves, giving themselves a chance or even giving themselves credit, the students are now appearing to have a shift in believing. Believing in themselves and their own ability.
Wednesday, October 7, 2009
The Power of Empowerment, Empathy and the Strength found in Numbers
One day this past school week, my students came together and were empowered to take control of a situation.
One of my students bullied another one during their lunch. I am not present during their lunch time. As soon as my class returned to our room, one of my students informed me that someone was crying.
Usually, right after lunch I read our "read aloud" story. I asked one of my students to fill in for me while I addressed what had happened at lunch.
Out in the hall, I found out that the "victim's" personal notebook was taken and the other student refused to give it back. The notebook apparently had personal notes in it and the victim's privacy was being threatened. After many firm requests and teasing from the bully, the notebook was finally given back.
After speaking to the victim, whom was clearly upset, I then called the student who did the "bullying" out into the hall. I sent the "victim" to the lav to wash his face and to have a few minutes to himself.
After strongly encouraging the "bully" to write on a piece of paper what he did, why it was wrong, and why he won't do it again, I returned to the class. During the time he was writing in the hall, I sat to read for a few minutes. The "victim" had already returned to our class, but was still clearly upset. Ironically, the theme of the chapter we were reading was all about "empathy." As I wrapped up the chapter, the bully returned to our class. Considering the context of the chapter and the incident at lunch, this was the perfect opportunity for a meaningful whole class discussion.
Remembering what one of my students had written about in her reflection journal early in the day, I called on her to ask "What was this chapter's theme?" Refreshing her memory and encouraging her to think about what she has written about, she smiled and said, "Empathy."
This led the whole class conversation, during which many students contributed to. It was great. Next I asked, "How can we relate this to what has happened today?" Mind you that all of the students were well aware of what happened during lunch.
During this meaningful conversation, the victim was still having a hard time to pull himself together. So I called him to come up to talk to me. I could see he was still upset, so I asked if he wanted a few more minutes to himself. He said, "Yes." I allowed him to go out in the hall to sit in one of our hall desks.
Right after that I wrapped up the whole class discussion, which touched upon topics like being a family, repsect, how we have to be together for 180 days, 6+ hours a day, empathy, thinking before acting, how one's actions can effect the whole group, etc.
My last question to my students was "Who is going to go get "student's name" so he knows that we care about him?" One by one all of my students got up and walked out to the hall to make him feel better. It was very moving. Even the one that did the bullying went out there.
I feel that the students were provided an opportunity of empowerment where they could take control of what had happened. The chance to demonstrate their empathy. They weren't told to do anything. Instead, they were asked then they chose to get up.
I sat back and watched.
Needless to say the student came back in and was comforted.
The next day I noticed a special smile on the boy's face upon entering the class in the morning.
One of my students bullied another one during their lunch. I am not present during their lunch time. As soon as my class returned to our room, one of my students informed me that someone was crying.
Usually, right after lunch I read our "read aloud" story. I asked one of my students to fill in for me while I addressed what had happened at lunch.
Out in the hall, I found out that the "victim's" personal notebook was taken and the other student refused to give it back. The notebook apparently had personal notes in it and the victim's privacy was being threatened. After many firm requests and teasing from the bully, the notebook was finally given back.
After speaking to the victim, whom was clearly upset, I then called the student who did the "bullying" out into the hall. I sent the "victim" to the lav to wash his face and to have a few minutes to himself.
After strongly encouraging the "bully" to write on a piece of paper what he did, why it was wrong, and why he won't do it again, I returned to the class. During the time he was writing in the hall, I sat to read for a few minutes. The "victim" had already returned to our class, but was still clearly upset. Ironically, the theme of the chapter we were reading was all about "empathy." As I wrapped up the chapter, the bully returned to our class. Considering the context of the chapter and the incident at lunch, this was the perfect opportunity for a meaningful whole class discussion.
Remembering what one of my students had written about in her reflection journal early in the day, I called on her to ask "What was this chapter's theme?" Refreshing her memory and encouraging her to think about what she has written about, she smiled and said, "Empathy."
This led the whole class conversation, during which many students contributed to. It was great. Next I asked, "How can we relate this to what has happened today?" Mind you that all of the students were well aware of what happened during lunch.
During this meaningful conversation, the victim was still having a hard time to pull himself together. So I called him to come up to talk to me. I could see he was still upset, so I asked if he wanted a few more minutes to himself. He said, "Yes." I allowed him to go out in the hall to sit in one of our hall desks.
Right after that I wrapped up the whole class discussion, which touched upon topics like being a family, repsect, how we have to be together for 180 days, 6+ hours a day, empathy, thinking before acting, how one's actions can effect the whole group, etc.
My last question to my students was "Who is going to go get "student's name" so he knows that we care about him?" One by one all of my students got up and walked out to the hall to make him feel better. It was very moving. Even the one that did the bullying went out there.
I feel that the students were provided an opportunity of empowerment where they could take control of what had happened. The chance to demonstrate their empathy. They weren't told to do anything. Instead, they were asked then they chose to get up.
I sat back and watched.
Needless to say the student came back in and was comforted.
The next day I noticed a special smile on the boy's face upon entering the class in the morning.
Subscribe to:
Posts (Atom)