One of the most important things I strive to teach is independence, and free thinking. Most of my experience teaching has been in early childhood, working with children from infants until they begin Kindergarten. During this time, there are many specific skills the children need to master to prepare themselves for the next step of their education. However, learning how to engage in activities independently and think through challenges on their own is a skill that is needed from birth, and continues through adulthood.
Teaching independence is something that is not done through the curriculum. Independence
is learned through giving children opportunities to learn for themselves. As infants, sometimes a child will fall while learning to walk. Preschoolers may accidently tie knots instead of bows in their shoes. Elementary students may forget to turn in assignments on time. Middle school and high school children may choose to spend time with friends instead of studying before a test. Each of these actions may have a negative effect in the moment; however they are learning tools for the children. Without the opportunity to make choices on their own, to try and complete a task or make a choice, the child will not learn.
For parents this can be hard lesson. No one wants to watch their child fail, even with a small task. In these
moments it is important to remind them, the child is not failing. The child is learning. The experiences the child has, both positive and negative, guide the child teaching them both what to do, and what not to do.
As a teacher it can be difficult to watch a child struggle as well. The desire to protect them from frustration and disappointment is strong. The struggle is part of the lesson. Not only does this teach children independence, it also teaches them the benefits of hard work and tenacity. In order to allow the child independence, as their teacher I must occasionally step back and allow them to teach themselves. I am there to facilitate their personal growth and development, allowing them to learn at their own pace.
As the children are learning independence, they have more opportunity to think for themselves. This is
apparent not only through creative works and allowing time for imagination. Free thinking is also very important for problem solving. There are many tasks that can be completed in more than one way. While one method may seem more practical and direct to me, the child may have their own method of working through their problem.
In this way, I am again not the teacher, I am the facilitator. If a child is struggling with a math problem, I do not give them the answer. As we talk through the problem, I may not even tell them the steps they need to find the answer at first. Instead, the child and I talk through the problem, discussing what they did and what they think they need to do next. Often the child can see what needs to be done on their own, realizing their mistake as we walk through the problem together. Sometimes the child will find a new way of achieving the answer, one that makes more sense to them and allows them to continue learning.
This method of teaching is one I use often with children of all ages. Lifelong learning does not come from a lecture, it comes from experience. As children experience trouble, I try to talk them through their problem, asking the questions that may help guide them to their answer. This method can work in all areas, math, and language, reading, and writing, even social and emotional development. The child may not always come to find the answer through leading questions, but I have found they understand how they arrived at their answer better when they have
talked through how to find the answer. The next time they have a struggle, they are more likely to be able to
find the answer on their own.
When children leave my classroom, I hope they have met their curriculum goals. I would like them to be
prepared for their next class, more knowledgeable than they were when they arrived in my class. More than meeting curriculum goals however, I want them to leave my classroom more independent learners. I want them
to have minds open to ideas and possibilities. They may not understand or agree with everything they hear, but they are able to understand that others may feel differently. I want children I have taught to be ready for the real world, whether they are three years old or thirty years old. When they leave my class they should know what they are capable of, and they are capable of anything.
Teaching independence is something that is not done through the curriculum. Independence
is learned through giving children opportunities to learn for themselves. As infants, sometimes a child will fall while learning to walk. Preschoolers may accidently tie knots instead of bows in their shoes. Elementary students may forget to turn in assignments on time. Middle school and high school children may choose to spend time with friends instead of studying before a test. Each of these actions may have a negative effect in the moment; however they are learning tools for the children. Without the opportunity to make choices on their own, to try and complete a task or make a choice, the child will not learn.
For parents this can be hard lesson. No one wants to watch their child fail, even with a small task. In these
moments it is important to remind them, the child is not failing. The child is learning. The experiences the child has, both positive and negative, guide the child teaching them both what to do, and what not to do.
As a teacher it can be difficult to watch a child struggle as well. The desire to protect them from frustration and disappointment is strong. The struggle is part of the lesson. Not only does this teach children independence, it also teaches them the benefits of hard work and tenacity. In order to allow the child independence, as their teacher I must occasionally step back and allow them to teach themselves. I am there to facilitate their personal growth and development, allowing them to learn at their own pace.
As the children are learning independence, they have more opportunity to think for themselves. This is
apparent not only through creative works and allowing time for imagination. Free thinking is also very important for problem solving. There are many tasks that can be completed in more than one way. While one method may seem more practical and direct to me, the child may have their own method of working through their problem.
In this way, I am again not the teacher, I am the facilitator. If a child is struggling with a math problem, I do not give them the answer. As we talk through the problem, I may not even tell them the steps they need to find the answer at first. Instead, the child and I talk through the problem, discussing what they did and what they think they need to do next. Often the child can see what needs to be done on their own, realizing their mistake as we walk through the problem together. Sometimes the child will find a new way of achieving the answer, one that makes more sense to them and allows them to continue learning.
This method of teaching is one I use often with children of all ages. Lifelong learning does not come from a lecture, it comes from experience. As children experience trouble, I try to talk them through their problem, asking the questions that may help guide them to their answer. This method can work in all areas, math, and language, reading, and writing, even social and emotional development. The child may not always come to find the answer through leading questions, but I have found they understand how they arrived at their answer better when they have
talked through how to find the answer. The next time they have a struggle, they are more likely to be able to
find the answer on their own.
When children leave my classroom, I hope they have met their curriculum goals. I would like them to be
prepared for their next class, more knowledgeable than they were when they arrived in my class. More than meeting curriculum goals however, I want them to leave my classroom more independent learners. I want them
to have minds open to ideas and possibilities. They may not understand or agree with everything they hear, but they are able to understand that others may feel differently. I want children I have taught to be ready for the real world, whether they are three years old or thirty years old. When they leave my class they should know what they are capable of, and they are capable of anything.