Do I make it smart to ask questions? Honestly? Sometimes yes and sometimes no.
Sometimes yes:
Last week I was reading a picture book about George Washington. I asked the kids to show me one finger if they understood the text and two if they didn't. If I spotted two fingers, I stopped and let that person ask their question. "It's so smart of you to know when you don't understand something."
Sometimes no:
A parent recently relayed to me that her daughter was expressing frustrations about not understanding some of the math concepts we had been working on. I met with the little one, supported her through some math practice, and said, "It was so smart of you to let Mom know you didn't understand. If you ever don't understand something, let me know too. You can even write me a note." The next day, one arrived in my box. "Miss McMorrow, I don't understand math in the morning." We've met a few more times since that note, and every time, I've reminded her how smart it is that she tells me when she doesn't understand.
This is a "sometimes no" situation because if I had done my job right, she would have already known how smart it was to speak up about her confusions. She would have told me about them herself. This latter experience begs the question. "When have I ever been explicit about the need for my mathematicians to speak up about their confusions?" This has to be an intentional, purposeful, and ongoing move. Some issues will present themselves in daily work, conversations, and formative or summative assessments, but I also believe others can remain dangerously hidden. My kids need repeated reminders and invitations to open up about their uncertainties. It is my job to make it smart to ask questions.
It's so funny to me how often your posts sum up something that happened to me that prior week! I have a very precocious student who starting asking more questions than usual. I said something about the number 4 and she said "what's 4?" and I said-are you seriously asking (because the child can add double-digits). And she said "well, you said you love questions!" You are right, there has to be a balance between encouraging the good questions and just questions in general. :)
ReplyDeleteNot Just Child's Play
Miss Trayers, she sounds like a fun one to have around. Ha!
DeleteMiss Trayers, that's hilarious! I think I have the same student in MY class:)
DeleteAs usual, this is right on the mark. You are both inspiring and convicting me. I still have moments when I respond badly to questions, or, worse yet, realize that I have been stifling questions. I just need to follow you around someday and learn from your greatness :)
ReplyDeleteLaur, I have the same moments, and I too could learn from your greatness.
DeleteFunny that this was your topic today. I actually asked for a thumbs up, thumbs to the side, thumbs down this week during a math lesson. It was great to see the kids felt safe enough to give me honest answers, but it had me thinking about why I don't do that more often. Your post just gave me the "kick" to make sure I do just that!
ReplyDeleteCrystal
Crystal, getting honest answers is key. Feeling safe enough to admit they don't understand is an important foundation. I'm still working on that.
DeleteIt always bothers me when I find out a student has confusions, but didn't feel comfortable enough to speak up in my room to tell me. Thanks for the reminder to keep working on making my place a safe place to speak up. :)
ReplyDeleteLori
Conversations in Literacy
Lori, it bothers me too. It makes me reflect and question.
DeleteThat's a super reminder, Tammy! It's funny, because math was my best subject in school but my hardest to teach. I, too, need to start reminding my students that it's smart to let me know when they're confused.
ReplyDeleteI love how you always getting me thinking about things! Have a fabulous week.
Barb, it's one of those life skills that I just haven't intentionally taught, and it seems like such an obvious one too. :)
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