| v> | | | | practice basic problem solving skills and information |
| How useful are rote skills if your students don’t | | | | processing. |
| know how to apply them in everyday life? Here are | | | | Rearrange the daily schedule. As teachers, |
| some strategies that will help students learn to think | | | | we often get into a rut of doing the same thing at the |
| independently. Fall is well underway here in Michigan, | | | | same time each day. Consistent schedules are often |
| and the beautiful fall colors can be seen for miles | | | | positive elements of an effective classroom; however, |
| around. It is such a wonderful sight to see children, | | | | the same thing day in and day out can become |
| young and old, out and about enjoying the wonderful | | | | monotonous, static, and even boring for the students |
| scenery. My young son has become increasingly | | | | and the teachers. Providing simple variations to your |
| aware of the seasons, and it has been amazing for | | | | classroom schedule can be an effective tool for |
| me to watch him make discoveries about the changes | | | | increasing the flexibility and mindfulness of your |
| in his world. During this time of change, I continue to | | | | students. For example, if you consistently have a |
| think about the mindfulness that is so important for | | | | snack before doing math, try having the snack during |
| every child. Watching my son think, learn, and | | | | or after your math lesson. By providing a schedule |
| process information related to the changing seasons | | | | that is fairly consistent yet flexible, you will be providing |
| has brought me more joy than I could have ever | | | | your students with opportunities to increase their |
| imagined. | | | | abilities as well. |
| | | | | Vary the way you teach lessons. Often as |
| In my last article, I discussed two strategies to increase | | | | teachers, we have a favorite spot of two from which |
| students’ mindfulness throughout the school | | | | we prefer to teach. These may be in front of the |
| day. It is so important for our students to be learning | | | | class, by the white board or projector, or walking |
| to think independently, and not just learning rote skills | | | | amongst our students. There are, however, many |
| that they cannot apply. Here are a few more | | | | different places within the classroom where you can |
| strategies that I would like to share with you that will | | | | teach from. For example, you could teach while |
| help increase the mindfulness of your students. | | | | sitting at a student’s desk, sitting in the back of |
| Play I Spy with your students. | | | | the room, or sitting on the floor together as a group. |
| Students at any age love to play games. The I | | | | By providing variations to the way you deliver |
| Spy game can be adapted for any age of | | | | instruction, you can provide students with variations |
| students. This game consists of one person visually | | | | and opportunities to do think independently as well as |
| locating an item within a room, and then providing clues | | | | get a glimpse of what may be happening in other |
| to his or her peers about the item. You could spy a | | | | portions of your classroom. |
| small plant growing on the teacher’s desk, for | | | | By providing your students, and yourself, with some |
| example, and then provide clues like this is green | | | | simple variations and opportunities to be mindful |
| and it continues to grow. The audience then | | | | individuals, you will be setting the stage for a |
| guesses what the person is spying, and whoever | | | | community of lifelong thinkers. I look forward to |
| guesses correctly gets to be the spy next. | | | | sharing more thoughts with you regarding learning and |
| This game provides students with opportunities to | | | | thinking in the months to come! |