Is it a teacher's duty to entertain students or to educate them? One professor of education at the University of Bridgeport suggested to me that good teachers must often do both.
Other experienced educators have expressed to me the perspective that teachers must be on at all times while class is in session. They must be alert and ready to seize the teachable moment; to engage student interest and keep student behavior on task.
Observing a veteran high school history teacher with a doctorate degree a few days ago, I had the opportunity two witness two examples of how a highly effective teacher can capture and hold the attention of students. Walking by his classroom on the way out of the building during a fire drill, I noticed an elaborate scene frozen for our brief, routine, monthly intermission. Laid out on the floor of his classroom was a giant world map made of cloth or flexible, tarp-like plastic. On top of the map were arranged platoons and units of army-green plastic toy soldiers.
“What have you been doing in there this period?” I asked as the teacher locked his door and followed his students out of the building.
“Teaching World War II,” he replied.
Since that moment, I have imagined the creative possibilities Dr. B. might have incorporated into his lesson that period. Had he divided his students into infantry commanders in charge of moving each unit of soldiers according to country? The activity certainly involved more of the students' senses than the active listening required for taking lecture notes in the style of direct instruction.
In another brief snapshot of a scene, I observed a method Dr. B used to focus and transition the attention of a rather unruly group of underclassmen who had probably just come from the cafeteria. Many of the students were sitting in their seats while others stood and socialized at the beginning of the period while they took out class materials and got settled. Many of them were multitasking by socializing and getting ready for class at the same time. It appeared that none of them had fully transitioned on their own and that many of them were attending more to conversation than preparing for the business of classwork that would come momentarily. Dr. B had handed out a packet of worksheets, the completion of which the students would be held accountable that class period, yet the conversations continued and the worksheets lay idle in hand or upon desktop. Dr. B. approached the body of students where their congregation appeared most dense. Then he let out an unexpected, shrill sound that was like a mixture between a loud, two-fingered whistle and a holler—a shrill sort of rally cry. With unanimous surprise, all of the students looked up at their leader, who seized the split second of utter silence by giving out directions for the class period in a commanding, authoritative tone. The students all listened at the same time and began to transition more fully into work-mode after that moment.
Other experienced educators have expressed to me the perspective that teachers must be on at all times while class is in session. They must be alert and ready to seize the teachable moment; to engage student interest and keep student behavior on task.
Observing a veteran high school history teacher with a doctorate degree a few days ago, I had the opportunity two witness two examples of how a highly effective teacher can capture and hold the attention of students. Walking by his classroom on the way out of the building during a fire drill, I noticed an elaborate scene frozen for our brief, routine, monthly intermission. Laid out on the floor of his classroom was a giant world map made of cloth or flexible, tarp-like plastic. On top of the map were arranged platoons and units of army-green plastic toy soldiers.
“What have you been doing in there this period?” I asked as the teacher locked his door and followed his students out of the building.
“Teaching World War II,” he replied.
Since that moment, I have imagined the creative possibilities Dr. B. might have incorporated into his lesson that period. Had he divided his students into infantry commanders in charge of moving each unit of soldiers according to country? The activity certainly involved more of the students' senses than the active listening required for taking lecture notes in the style of direct instruction.
In another brief snapshot of a scene, I observed a method Dr. B used to focus and transition the attention of a rather unruly group of underclassmen who had probably just come from the cafeteria. Many of the students were sitting in their seats while others stood and socialized at the beginning of the period while they took out class materials and got settled. Many of them were multitasking by socializing and getting ready for class at the same time. It appeared that none of them had fully transitioned on their own and that many of them were attending more to conversation than preparing for the business of classwork that would come momentarily. Dr. B had handed out a packet of worksheets, the completion of which the students would be held accountable that class period, yet the conversations continued and the worksheets lay idle in hand or upon desktop. Dr. B. approached the body of students where their congregation appeared most dense. Then he let out an unexpected, shrill sound that was like a mixture between a loud, two-fingered whistle and a holler—a shrill sort of rally cry. With unanimous surprise, all of the students looked up at their leader, who seized the split second of utter silence by giving out directions for the class period in a commanding, authoritative tone. The students all listened at the same time and began to transition more fully into work-mode after that moment.
Attention!
