Okay, so I’m obsessed. (Not an unusual thing, but we’ll get to that later…much much later…)
I heard Michael Kamil speak at a conference last year and what he said was “We get kids to do difficult things by getting them to do difficult things”.
I can’t stop thinking about this and the impact that it has on what we do in the classrooms everyday – especially with those kids who struggle to read.
It’s been about 9 months since I wrote “We get kids to do difficult things by getting them to do difficult things” in my notes. I keep referring back to what this means for us – and for our kids.
Here’s what I’ve got rolling around in my brain about this:
- As teachers, we cannot shy away from giving kids tasks that they struggle with – – – I mean after all, if they knew everything from the get-go, wouldn’t that eliminate the need for school?
- As teachers, we need to teach persistence and stick-to-it-ive-ness (which is a HUGE life skill!). How do we do it? By giving kids the tools and support and encouragement that they need when they encounter tough skills. When they fail or struggle with a task, we stand alongside them and SHOW them how to take another step.
- As teachers of reading, we need to not immediately solve a decoding or comprehension struggle by giving kids lower-leveled text. When we quickly default to the below-level text, that’s what we get kids used to: below-level text. It’s actually a set-up for future struggle, I believe!
- As teachers of reading, we need not always pair kids with an “able” counter-part – – – this is enabling for a lot of kids and we KNOW that many on-level kids have little to no patience for supporting a struggling partner and they end up doing most of the work anyway.
- As teachers of reading, we need to focus on pre-teaching and rehearsing tough spots with kids who struggle or who give up easily. I have found that rehearsing answers or responses is a great intervention actually! It’s worth checking into.
But the bottom line of it all? As teachers, we need to switch our perspective from “Oh no! They’re not getting it! I must be a bad teacher! I better simplify this task…STAT!”
“Yes! They’re struggling a bit with this – what a great opportunity for me to provide on-the-ground guided support for my kids AND build their stick-to-it-ive-ness at the same time!”
The confidence-building of learners is in the doing of difficult things…and living to tell the tale!