After some rough days, just had one of the best lessons I conducted today at Wolf Meadow. This was with a group of kids whose lesson last week was a complete wash, mostly due to some miscalculations on my and my partner teacher’s part. Well, we tried again this week, and it went so well.
When I do these lessons, I get so nervous about keeping a flow going; or I get nervous that if I don’t keep the pace relentless, I’ll lose the kids — they’ll start daydreaming or get distracted. Or if I don’t keep talking, then it will seem like I don’t have things straight in my mind, and the kids will start smirking.
That gets tricky when you get to a part of the lesson where you’ve been demonstrating and showing the kids things for a while, and you’ve piled on tools and tricks and tips, and now you have a new twist to show them, and — and — you’re out of breath yourself, but still feel like you need to plow right along.
Well, today, when I got to such a point, I took a breath instead! I took a pause. And the kids didn’t explode into chatter. I asked them instead: what do you think about this?
Positive claps all around.
Anything that’s really sticking out for your?
Ah, one kid said something, I just don’t remember what!
Then I told them: okay, there’s a bit more teaching to do before I let you all come up and practice yourselves, so let’s all take a deep breath. And we did quietly take a breath.
Way back when I was an actual teacher, I remember some of the “veteran” teachers would say things like: you can use silence so effectively in the classroom. Pauses and check-ins can be very helpful. Well, it’s a very nice tip, but I never made it to the stage where I was actually an effective enough teacher to be able to employ such nifty techniques. But here I am!
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