Tag: time

Warming up

When you turn on the shower and the water takes a minute to warm up before you can get in, that is a total waste of energy and resources.

When you a walk into a classroom and take a few minutes to warm up your students by greeting them enthusiastically or checking how they are feeling or sharing a short story or laugh, that is not at all a waste of energy and resources. In fact, this type of direct investment in relationships and connection at the start of a lesson is common amongst almost all of the great teachers we see.

Great teachers choose to spend this precious time engaging in this way with their students because they realise that the return on investment, in terms or relational and learning outcomes, far outweighs the few minutes initially spent. The best educators literally care first and teach second.

You can have a cold shower, but you can’t teach cold kids.

How to think like Pooh

As I was walking through an excellent kindergarten in Hong Kong today, it struck me just how much time these very young students have to explore – to play – to think. I watched one 3-year-old boy become completely immersed in a wooden puzzle for an extended period, uninterrupted. In a way, these students are afforded far more autonomy (and trust?!) than many schools give to older students in primary and, in particular, secondary settings.

One of the most common complaints I hear from high-school teachers is how little time they feel they have to ‘get through the curriculum’. Why the rush? Do we really feel, still, as a profession, that this is the best approach to schooling? Why can’t school be about offering students as much time as they would like to solve complex, interesting problems. Why can’t high-school be more like kindergarten?

Even Winnie-The-Pooh with his “very little brain” knows that when we are learning something new we need to “Think it over, think it under.”. We must provide time and space for deep, critical, creative thinking and learning. 

Thinking over and thinking under is such a pivotal, future-oriented skill for students to develop – and far more important than ‘getting through the curriculum’.