November 6th, 2015
Terry Thompson is our guest blogger today with this great post that invites teachers to slow down the scaffolding process, to allow students the time and space they need as they learn new skills. It’s easy to feel rushed — especially because it’s already November! — but what if we all stopped to enjoy our students?
If you haven’t said this out loud yet, you’ve probably been thinking it. The transition from October to November can be one of the most exhausting times for teachers. We’re well into the school year, the newness has worn off, and everything’s up and rolling. But sometimes it feels like things are rolling just a little too fast and we’re on a gerbil wheel that never seems to stop.
This morning was pretty typical. I jumped out of bed at 5:30, stumbled to the kitchen to start the coffee, got myself ready, walked the dogs, threw some clothes in the wash, and made a beeline to the car before making a hectic drive through rush hour traffic, skidding into the parking lot, throwing my bags on my desk and darting to breakfast duty, arriving – whew! – just in time.
And that was all before 7:00 AM!
If you’re anything like me (and every other teacher I know), you probably feel this same, constant state of hurriedness. We’re in such a rush! We dash to recess. We bolt to lunch. We hustle to that last minute assembly everyone else seemed to have on their calendar but us.
And, if we aren’t mindful, this culture of constant of haste can permeate the best part of our work – our face to face instructional time with children. We rush to get assessments done. We rush to get to the next lesson. We rush to get readers to the next level. We rush and we rush and we rush.
But, what if we didn’t?
As I continue to contemplate the concepts about instructional scaffolding I explored in The Construction Zone, I keep returning to the many things that a more knowing other knows. And, one of those things that a more knowing other knows is that the scaffolding process can’t be rushed. We may try to rush it – but scaffolding takes its time.
Think about the classic scaffolding examples from outside the classroom like teaching children to walk or ride a bike. No one has to remind parents to take their time with these processes. There’s no rush. They follow the needs of the child, supporting when needed and pulling back when it’s time. It all unfurls naturally.
These same qualities apply to the scaffolds we build in our classrooms. As more knowing others in the scaffolding process, we know that there is a difference between a sense of urgency and a flurry of haste. We know it takes time to get to know learners. It takes time to reflect. And we make room for this.
We take time for assessments as we get to know our learners and their needs. We take time for observations and conferences that tell us more. And, we take time for the important things like read-alouds and community building. We take time to be present and enjoy the learners in front of us. We take time to relax with our kids and a good book. We take Time to reflect.
Yes, it’s November. The holidays are already upon us and the mid year mark is coming fast. And, yes, everything seems to be pulling on our schedule all at once. But what if we hit pause for a moment and took a deep breath? What if we resisted the urge to rush? What if – instead of rushing students through the next assessment, the next conference, the next lesson, the next guided reading level – we slowed things down and lingered in the wonder of the incredible work we get to do every day?
So, as you skid into the holiday season (and then directly into the following semester), give yourself permission to slow down. Breathe. Trust yourself. Enjoy your students. And, enjoy the scaffolding process.
Entry Filed under: Literacy