A Little-Known Teaching Plan of action That Makes Learning Simple

I’ve spent many years observing teachers.

And there is an odd phenomenon I’ve noticed among a large percentage.

Teachers work hard but when teaching what they think to be difficult content, almost without fail, they’ll pause and let pupils know that it’s hard.

“Listen up, because what comes next can be hard to understand.”

“This isn’t easy to learn, so I need your full attention.”

“You’re going to have to really concentrate to get this.”

It is believed that they do this because they think that if they give a heads up, then their pupil will down and try harder to understand.

They’ll improve their direction on the instruction and grasp the material.

But it isn’t true.

It is said that highlighting hard content does the opposite. When you admit to the pupil that something is difficult, when you label it as hard, then it becomes hard.

It becomes exactly what you say it is.

The effect is that a big portion of your students, perhaps even everyone to some degree, is going to effortlessly struggle. And if you paint an entire topic or subject with a broad brush, then they may struggle for some time.

It happens that pupils who are behind academically are the most affected. The second they hear you say that something is difficult, they check out. They think, “There’s no way I’m going to get this, so why bother?”

Oh, I can’t believe I am saying this but every time you place a seed of doubt in the minds of your pupil, you rattle their confidence. You cause them to question their power to learn.

So what’s the solution?

Well, the most obvious answer is to just stop doing it. You should teach everything with the same detail, care, and enthusiasm and refuse to question or doubt, even in your head, the ability of your students to understand it.

In this way, your words, tone, and body language will reflect your belief in them. Your pupil, in turn, will of course presume that they can learn whatever it is you’re teaching.

They’ll assume that if they can understand one theory, problem, or concept, for example, then they can learn the next one and the one after that and the one after that.

 The language that encourages learning growth

When we use such intensive language in our classroom, and our students aren’t able to meet the expectations of that language—at least not initially—will our students feel “incompetent,” unable to overcome perceived mistakes that might not even occur?

We know the value of teacher language in our classrooms. According to Amanda Hyen, “Language permeates everything we do in the classroom, from giving directions to demonstrating techniques to critiquing student work. Learning how to change your language to help students develop a growth mindset can be a game changer.”

Through careful use, teacher language is a critical part of a student’s success. It can make a classroom community of curious, inspired students set to tackle the learning, or it can make a classroom of fearful, anxious students who are afraid to take risks and of being perceived as failures. Changing our language to empower our students is vital to student success in and out of the classroom.

Be crystal clear: Address your students that parts of the learning task will be challenging, but you have selected this work because you know that with time and support, they’ll prosper. We don’t want to make it sound as if the learning will be easy; instead, explain to students that they’ll have access to you, their peers, and resources that will support them as they engage in a productive struggle that demonstrates what they know and can do. By being honest with your students, you’re creating an authentic and trusting classroom community.

Be supportive and helpful: Students need to recognize that you won’t help them; rather, you will support them. “Help” construes that you are there to rescue them or save them. Instead, say to your pupil that you’ll support them in becoming critical thinkers and problem solvers by offering scaffolds—steps of support—to their learning. Tell them they will encounter obstacles and setbacks as a natural part of the learning process, but the scaffolds will support them in moving forward.

Be flexible to self-reflect: Never hesitate to tell your pupil that you’ll give them time to reflect upon their learning as a way to proceed with their academic growth. Well we want our pupils to be cognizant of their learning process—what works for them and what doesn’t. Let students know there will be time set aside during and after a lesson, unit, or project to engage in self-reflection. Allow pupils to find what they need to be successful without necessarily relying on only the instructor for critique or evaluation.

Be inclusive and comprehensive: You may tell your pupil that you want to make a positive relationship with them. Well, we know that if pupil doesn’t trust their teachers or think their teachers don’t care about them, they won’t have any incentive or ground to want to continue when learning becomes difficult.

When we offer choice possibilities of learning or give the pupil a chance to connect or show empathy in understanding students’ feelings, we make a classroom of tolerance where pupils can ultimately be themselves.

We all want the very best for our students—academically and personally. Consider your language as you reflect upon today’s classes—were you transparent, supportive, flexible, and inclusive? Using the above ideas might allow your pupil to overcome feelings of inadequacy or worries about future mistakes. Implementing these tips might assist them to develop a growth mindset meant to inspire and promote as they overcome hindrances and setbacks in the classroom and beyond.