“This method, (drilling) reduces the training of human beings to the level of animal training” John Dewey
Teaching learners how to think does require us to be intentional and make room for it. Unlike other abilities that may be developed as a result of observation, growth or from memory, thinking is a learned habit.
In fact, learning to think for oneself is freedom.
With overwhelming schedules and pending deadlines, sometimes I struggle with finding the balance. The balance between meeting grade level expectations and slowing down and focussing on things that can’t be measured like thinking.
Knowing that the purpose of education is to teach children how to think, I have arrived at the understanding that what is worth learning is anything that allows learners to grow.That could range from a child inventing a game or one building an engine, everything is worth learning as long as it allows them to grow. Making time on the schedule for them to pursue their inquiries will encourage them to start thinking for themselves.
Drill teaching can sometimes be the quickest way to get to the end result. The trouble with this approach is that we become more concerned with the product rather than focussing on the process. Learners start to give scripted responses because it is what gets them to the only correct answer. This in turn limits learners from reflecting on learning since there is no room to explore and make informed choices.
Teaching subjects in isolation. When teaching is done in isolation with no connection to other subjects or real life application, it could lead to intellectual isolation. The constant expectation to study specific subject without everyday life connection makes this learning aloof and inapplicable to daily use.
Providing stimuli in the classroom invites learners to explore and figure things out for themselves. Often times, stimuli could present itself in the form of challenges while they work. This is a great thing that we should celebrate more because it provides an opportunity for them to think, reflect and make decisions that will allow them to solve whatever problem it might be.
When success looks like covering more content. A number of times we might feel the pressure to cover more content because sometimes we might feel that it is a true representative of how much children have learned. However this is untrue. Studies show that when we learn something and don’t use it, our brain gets rid of it. Acquiring knowledge through rote learning usually focusses on the end product and how best learners imitate rather than on the thinking process.
As teachers or adults in charge of the care of children, our interests and beliefs are tied to what we teach. To that effect, whatever we do teach is a representation of what we value and where we put our effort to. Encouraging learners to focus on the subject and giving them room to explore will encourage them to engage with the subject rather than appealing to the peculiarities of the adult. This encourages them to form their own opinions, test things out, come to their own conclusions without the pressure of needing to be right.
Celebrating and honouring different mental habits and process that are different from our own encourages learners to develop their mental muscles. It is important that we self reflect to make sure that we do not present our mental habits as a standard against which we measure the rest of the thinkers in the room. When children see that there are different ways to think, it inspires them to build their own mental muscles which is a basis for critical thinking.
How are you making room for thinking in your classroom?
