Listening as a Student Not as a Teacher: The Glass becomes Clearer: The Light Gets More Focused (Part 3)

Listen as a student not as a teacher. See the reflection, diffraction and refraction, as they do. When we as educators slow our own wavelength, sit atop the crest and just observe, quietly, we see things we would never encounter otherwise. The glass becomes clearer, when we take the time to polish our craft. The light gets more focused when we design the learning environment, to be student-driven. When curiosity and desire is not planted but discovered, solidification occurs. When students are the light, guided by their own decisions, their wavelength strengthens and focuses. This is when true learning takes place. 


Let students know that you don’t have all the answers.

As teachers and parents, we all want what’s best for our children. Empowering students, letting them discover their own answers is important. But, just as critical, is teaching the skill to be able to communicate, their ideas to others. If we can get students curious about a topic, they will teach themselves more than we ever could. If the door is opened, allowing the wave to enter freely, it will continue unhindered. It will bounce off new ideas, observe and embrace creative outlooks, and it will seek new opportunities, to extend itself and grow in strength and speed.

A wave doesn't just stop when it reaches the end of a medium. Rather, a wave will undergo certain behaviors when it encounters the end of the medium. Specifically, there will be some reflection, off the boundary and some transmission, into the new medium. Hence, an exchange of objectives, interpretation and viewpoint. This is why we must teach our students, our children, to think for themselves. We try our best to shield them from the blindness of fake news and pure malignancy of thought, but particles of propaganda and scattering of speculation, will occur. All we can do is help them sift through it. Give them the proper sunglasses to lessen the blindness, amidst the solar flare, of insight.  

New significant designs and beliefs are emerging every day. As teachers, we must admit to ourselves and to our students that with the influx of opinion, concept and advice, we do not have all the answers. Theories change. Messages become garbled. Wisdom becomes flawed. We have to continually update our schema, our knowledge base. We have to tell our students, that we as adults, do not have all the answers. But, more importantly that our interpretation of the facts, may vary from theirs. That our circumstance and outlook is unique, as is their own. Freedom for children and students alike, comes from the enlightenment that our thoughts and beliefs, will be accepted as they are. That our voice is important. That our wavelength may bend, but its amplitude and magnitude is dependent on our choices.

Question everything and encourage them to do the same.

The transmitted wave undergoes refraction (or bending) if it approaches the boundary at an angle. We need to provide strategies for our students in order for them to basically, step aside and let the misinformation and falsehoods travel past them. But, we need to reinforce that all information is important- fact or fiction, truth or lies, opinion and doctrine. We do not have to accept, but we must listen, each layer is a clue, a piece of the puzzle. We must construct our foundation, not on ignorance of alternatives, but on the strength of individuality. Provide choice and time to process and our students will thrive in this area.

If the boundary between points of view, is merely an obstacle implanted within the medium, and if the dimensions of the obstacle are smaller than the wavelength, of the wave, then there will be very noticeable diffraction of the wave around the object. If we help our students expand their wavelength by honing their intuition, and becoming more discernible, of their research, we can get them to form their own perceptions and build their own acumen of the truth. We can help them to question everything. Questioning is not being contrary, nor is it being discourteous. It is being mindful of yourself. Truth is personal. To find personal actuality, you must have all the details, available to you.

Force students to make their own choices.

One characteristic of wave reflection is that the angle at which the wave approaches a flat reflecting surface, is equal to the angle, at which the wave leaves the surface. The reflection of light waves off of a mirrored surface, results in the formation of an image. It is critical for us as teachers and parents, to not be standing in the mirror as the reflection occurs. To not project on our children, our beliefs, as being infallible and unquestionable. They are looking for us to provide the answers. But, what we have to do is to, step out of the way and force them to form their own conclusions. Make their own mistakes. One characteristic of wave reflection, is that the angle at which the wave approaches a flat reflecting surface, is equal to the angle at which the wave leaves the surface. Let students decide the angle and the outcome will be decided on their input and judgment, not on ours.

A wave will bend one way when it passes from a medium in which it travels slowly, into a medium in which it travels fast; and if moving from a fast medium to a slow medium, the wave-front will bend in the opposite direction. If we bombard students with our personal beliefs we are deciding the direction of the bend. When we nudge them, rather than allow them to choose their direction, speed and curvature, we create the bend. Listen and guide not with kinetic energy but with potential. Help push them to the top of the climb, then allow their own transfer to take place. Let them decide to raise their hands in anticipation, or hold the bar tight. Either way, when they reach the next climb, they will be more prepared for the thrill of learning.  

Avoid content specific tests, especially multiple-choice, whenever possible.

Diffraction involves a change in direction of waves as they pass through an opening or around an obstacle in their path. Exams do not always give you the information you need as a teacher to assess growth. Especially multiple-choice exams that even with the highest level of questioning, are based on one result- the correct answer. Students have good days and bad days. Students can be excellent guessers or distracted test-takers, as well as prepared and informed. Either way, for me, the true way to assess growth and progress, is to talk to them, listen to their conversations and let them demonstrate knowledge in a way that best fits their strengths and understanding.

Water waves have the ability to travel around corners, around obstacles and through openings. When light encounters an obstacle in its path, the obstacle blocks the light and tends to cause the formation of a shadow in the region, behind the obstacle. This shadow comes from the stress of a definitive exam. A singularity of explanation. I avoid them at all costs. Unfortunately our grade level tests have to be common, so there are some. But, I always provide alternative ways to demonstrate their knowledge. Choice is key. When they feel safe, they will be more creative and confident in their learning.

Push students to try new things.

I will end this post with a simple quote-

The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done.

-Jean Piaget