Silence
filled the air for about thirty seconds, with everyone, especially myself,
wondering what I was going to say. Finally I blurted out, waving my arms as
this student had done, "Yaketty yak yak, blabetty bla bla," and other
nonsensical words and utterances that just rolled off my tongue. The whole
class broke up laughing, uncontrollably, including and especially the kid who
had gone after me! Develop a sense of humor. Major, absolutely.
Perfect the pause. It has infinite uses, in
addition to avoiding confrontations. It adds value and suspense to ordinary
lectures, creates intellectual tension and curiosity before answering
questions, gives students time to think, allows you to find the proper words,
and in general slows things down to a human speed. Intuiting the optimum length
of the pause is that something that only comes with practice, but its
usefulness to the classroom teacher is quickly paid for.
Have interesting things to say. This ought to go
without saying, but without reminding ourselves on a regular basis to be on the
lookout for captivating subjects to present, and captivating ways to present
them, it's an easy matter to fall into a rut.
One technique I use over and over but without wearing it out is to make some crazy statement or answer to a question, pretending to be dead serious. It never fails to enliven the class and keep you everyone's attention on what ridiculous thing I might say next, listening intently, of course, to what I'm saying that isn't ridiculous.
Learn to develop the art of "fielding out" trivial questions with the briefest possible answers. A child asking, "Can I use the tape?" does not always warrant a philosophical discourse on the use of "may" versus "can," unless you're a masochist. Just point to the tape and be done with it. Don't use your voice if you don't have to.
Can you show that "Rule 2" is being violated by holding up two fingers to the offender? Can you just say "Yes" if someone asks if you like their work, and you are feeling pressed to get to other students? If someone asks to use the phone, can you say "Yes," before they run through their explanation? I mean what do you care, really? Can you say, "We'll talk later," or just, "Later," if a child wants to engage you in a discussion that's inappropriate at the time?
I'm always amused when teachers go off with a jerk reflex to explain or listen to things that could be dealt with, with zero emotion and a brief answer. Such reflexes are the route to exhaustion, as proven by these same teachers dragging their rear ends around in the afternoon, complaining about how tired they are. And as I prove it to myself when I forget the very words I'm presently writing!
Can you save your breath by putting something on the board? As I write this sentence, my kids are doing silent reading from library books. They had come in from recess, and I told the first few kids to please look at the board, which had printed on it in big letters, "SILENT READING PLEASE." As other kids filled in they saw what to do, and I only made the announcement one more time. I've said nothing for the last twenty minutes, and I can't see anyone who doesn't appear to be reading. What a pleasant way to end our day!
Learn to identify the source of those strange noises, and nail the disruptors, not the class. Calm down and train yourself to hone in on the whistlers, hummers, paper rustlers, clickers of various sorts, pencil rollers, and their kin. Perhaps they'd like to whistle, hum, or click a song for the class, or maybe practice rolling their pencil in the hall. If not, will they please stop, so others can hear better?
If you can't find them, by the way, just ask, "Who's whistling?" or whatever. Most of their compassionate neighbors will point to them in an instant.
Offer encouragement regularly with a sentence such as, "I really think you'll find this easy," or, "You probably could have done this last year," or, "I've seen you do things much harder than this."Just be careful to watch for students who may translate this into, "I can't do that, so I must be really dumb."
Train yourself to always address individuals, even in general statements. For example, don't say, "I hope everyone is fixing their paper," or "I'll call someone in a minute." Rather say,"Are you fixing your paper?", or "I might call you, so listen carefully." Always the individual, never the crowd.
Bounce things back anytime a child might be capable of thinking for him or herself. When children ask you to make a choice for them, respond with "What do you think is best?" If they refuse to say, you should too. I might say, "It's just as hard for me to figure it out as it is for you, so why should I decide if you don't?" Or maybe say, "Just tell me your best idea and then we can discuss it."
Or, if someone asks of an assignment, "Do I have to do this now?" you might say, "No you can do it when we going to lunch (or recess or whatever), thereby making it clear that there's an obligation to fulfill, one way or another.
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