Walk into a kindergarten classroom and what do you see? Bright walls, anchor charts, students moving from place to place in the classroom, learning centres and lots of play. What do you hear? Students laughing, talking, reading, negotiating through play.
Now contrast this image with your typical high school classroom, what do you see? Desks (often in rows), facing the front with the teacher as the centre of the action. What do you hear? The teacher, going on and on and on, despite the fact that the research shows that most adults can only listen for 20 minutes. This has to change.
If you want to be a better teacher it is time to go back to kindergarten. So, what do kindergarten teachers do differently that makes them effective?
They Put Relationships First
Kindergarten teachers value and recognize the importance of student to student relationships as well as student to teacher relationships. They focus on establishing positive classroom relationships before anything else. If you don’t believe me Google “Lessons I learned in Kindergarten” or check out Pinterest.
In high school, we often forget the importance of relationships. I mentioned in a previous post that while reading Dave Burgess’s Teach Like a Pirate, I had an ‘A-Ha’ moment about the importance of ensuring that I not only know my students, but that my students know each other.
Student-Centred Inquiry Based Learning
While visiting a kindergarten classroom in June, I noticed an anchor chart on bees, pictures of bees, models of bees, signs for bees – if it had anything to do with bees it was in the classroom. The teacher told me that one of her students loved bees and was very sad when her mom told her that the bees were in trouble. Even though it wasn’t her idea or what she had originally planned, the teacher embraced the student’s curiosity and used it as a teachable moment. The students worked through all stages of inquiry, while learning about bees, science and the environment. Most importantly they learned their ideas were valued by their teacher. How amazing is that?
They Emphasize and Value Play
Kindergarten teachers value play. They realize we learn through play. In high school, too often we try to give what Dave Burgess in Teach Like A Pirate calls “The Medicine Pill” lesson. We tell students that they have to learn something, because it will be tested. How uninspiring can you get? Also, how much learning is really happening? Countless studies show that adults and young people learn the most through play. So, if your students aren’t playing are they every really learning? One of my upcoming blogs will look at how to ‘play’ in a high school classroom.
They Get Their Students Moving
We need to use brain research to inform our teaching. Kindergarten teachers get this. Their classrooms are set up with different learning centres and inquiry-based activities. Instructions are quick, and then students are up and actively involved in an activity. Kindergarten teachers recognize that kids can’t sit and listen for too long, and they also know that real learning doesn’t happen that way anyway. The research shows that little learning takes place during whole-group instruction, but how many high school teachers (myself included) are guilty of largely teaching their students this way?
They are Flexible
Kindergarten teachers adjust to the needs and interests of their students. Have you ever tried getting a 4 year old to do something that they didn’t want to do? Trust me, as a Mom of young kids, it makes teenagers look like a piece of cake. We need to read our audience. Are our students exhausted? Did something happen in the news that has captivated them? This may require us to change and rethink our lesson at the last minute.
For most, this is the greatest obstacle. As teachers, we sometimes lack the confidence to be out of control; we fear questions that we can’t answer instead of welcoming them. We have to learn to let go of our need to control the environment and let our learners guide us. We might just be pleasantly surprised with what happens.
Also published on Medium.