Several months ago, I wrote a blog post comparing the experience of a 16-year old learning how to drive to the experience of being a new teacher. In that post, I made the point that both are initially overwhelmed with the number of items that vie for their attention, whether it be a driver behind the wheel or a teacher in the classroom full of students. In either instance, you are trying to consciously process a tremendous amount of information from your surroundings at the same time. A new driver is consciously attending to the dashboard, side mirrors, the steering wheel, current speed, location of the car within a lane, and the cars in the surrounding vicinity. Meanwhile, a new teacher is consciously processing each student’s attention and mood, the current lesson, timing and transitions, and the materials needed for each student. Eventually, with experience, some of what they feel they need to consciously attend to at all times is regulated to their subconscious, allowing them to concentrate on other things – on the surrounding road or in the classroom each day.
I currently have a daughter who is six months into the process of learning how to drive. She has moved passed the initial stage and has regulated a significant number of the sensory inputs to her subconscious processing and her “sphere of noticing” has increased exponentially. Instead of worrying about the dials on the dashboard, she is now increasingly observing the road ahead and anticipating cross-traffic as well as other potential problems. Along with this expansion of her “sphere of influence” has come increased confidence in her ability to drive.
My work with teachers reflects this change as well. As a teacher gains experience in the classroom his or her attention, which is initially narrowly focused and strained, is eventually able to expand to delegating some of the “sensory load” to the subconscious part of the brain. This allows a significant increase in what a teacher overall can attend to in the classroom, which in turn increases their confidence in their ability significantly. Within education, as it is with driving, confidence is a key component of being successful and certainly comes with experience. Students are quick to pick up on a teacher’s lack of self-confidence and disengage from a topic. Conversely, students are more apt to become excited and be actively engaged if a teacher exudes confidence about a topic they are discussing. A teacher’s confidence is something that is very hard to fake but can certainly be developed over time with practice. There are many books in teacher education directed at increasing a teacher’s confidence in the classroom. Ironically there is no perfect formula for solving this problem. Every teacher is unique and in a different situation and educational environment. While there is no “magic bullet” to increasing confidence, there are things that can be done to increase a teacher’s confidence in the classroom. Over the next several blog posts I will talk about the idea of confidence and how it relates to both teachers and students. So, stay tuned. There is much to talk about. I would also encourage those in education who do read this blog to discuss your experiences in the classroom in the comment section below. Let us begin a dialog where we all can learn from each other.
I like NGSS, the content standards that lay out the expectations for what students need to accomplish in K-12 science. Becoming more familiar with them and learning how they fit best around curricula is a process. I am embarking on a journey that will definitely allow me to become very familiar with them and that… Continue Reading
This past week I had the opportunity to work with a kindergarten classroom. This is a class that my co-worker has been working with weekly in a small group setting. I was cleaning up our small group materials when I observed the classroom teacher gathering her students on the carpet for a whole group activity… Continue Reading
As the school year winds down, at the AIMS Center we too are wrapping up our work with students. The tasks we asked second and third graders to engage in this year had students working with various manipulatives (cubes, blocks, bags, strips, etc). This made me think about Math Practice 5: Use appropriate tools strategically.… Continue Reading
In my last blog I introduced an expert researcher in the field of spatial reasoning, Dr. Nora Newcombe, and discussed the opportunity I had to interview her. Below are summaries of four of Dr. Newcombe’s articles that directly connect to our work and learning at the preschool level. Building Blocks for Developing Spatial Skills This… Continue Reading
I recently submitted answers to questions for a quarterly magazine published by my high school alma mater. You may remember that I attended a non-traditional athletic academy in Vermont because of my alpine ski racing talents. The magazine editor was looking for input from alumni who work in the areas of science, technology, engineering and… Continue Reading
In my last blog post, I talked about how Student Adaptive Pedagogy allowed me to meet the diverse needs in my classroom in a way that left my students and me feeling empowered. They were empowered as mathematicians, and I was empowered to use their math to support their academic growth. I mirrored teaching math… Continue Reading
Teaching middle school I often had students who still used their fingers to find the difference between 12 and 7. They would start with 7 and then count 8, 9, 10, 11, 12 while putting up fingers each time they would say a number. When we worked with integers and subtraction the idea that positive… Continue Reading
Two weeks ago, my colleague, Jaclyn and I had the opportunity to attend and present at CAAEYC’s Annual Conference and Expo in Pasadena, CA. I was fortunate to have the honor of being a featured presenter and speak to Learning Mathematics through Play. As the title suggests we talked about the mathematical concepts that can… Continue Reading
When I started working for AIMS in 2014, we started the AIMS Scholars program. Now I know some of you reading this have received scholarship funds from the AIMS Foundation in the past (myself included), and therefore might wonder what I mean by “started.” During the 2014-2015 academic year, a public campaign was rolled out… Continue Reading