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Promote Your Program, Harrell Style
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3 thoughts on “Promote Your Program, Harrell Style”
Linda just finished ptiching Mandarin to a huge room full of parents and fifth graders. What did she do? Fourteen minutes on one verb in the affirmative and negative forms: wants. She didn’t even get to Who wants.
It was another example of the Power of Slow. As usual, Linda reminds us, as she always does, about slow. And every time I see her teach, I am stunned when I reflect on my own work how ridiculously fast I go.
Reminder to self: “Ben, you go too fast!” “Ben, learn to teach more slowly!” I’m learning. Working with Linda this year sure hasn’t hurt! We all get to have our own style in this work, but on the point of SLOW, it isn’t an option.
“but on the point of SLOW, it isn’t an option.” Here we go again. That push and pull. My kiddos are FAST processors BUT they relied on my predictability too much. I say that I havea medium pace BUT I have left behind some students. So SLOW it is! My area of growth is personalized activities plus conversation.
Steven wrote: BUT they relied on my predictability too much
This is so true. I see it with my students as well. My classes open with a “ritual” of greeting:
– Hi
– How are you
– What day is it?
– What’s the date? (See another thread for issues about day and date)
– Who’s playing sports / singing / doing drama / etc. today?
– Follow-up questions
Sometimes I get into a rut with the order of questions. Then I realize it and change them up, but the students answer the question they expect to hear next. That gives me opportunity to talk about genuinely listening to one another.