It's time to STOP.

"It's not easy. But it's simple." -Eric Thomas

Here it is, snackers! The number one reason why we struggle in front of our classrooms every day.

I imagine that each of you has had the experience of giving directions to a student one-on-one. They start to walk away, seeming to "get it", only to turn back and say, "Wait. What are we supposed to be doing again?" We often hear, but many things can get in the way of understanding.

EDUCATION WEEK reports that 1 in 5 of students enrolled in PreK-12 classes in the US has a neurodivergent brain (I personally think that's an underestimate). Now, add an additional 20% of your students who are experiencing anxiety, depression, trauma and/or other adverse mental health outcomes. Factor in alarming statistics around sleep deprivation, and the reasons why your day job requires so much mental energy will come in to greater focus!

On any given school day, anywhere in the world (I had the opportunity to visit several schools in Tanzania last Summer!), students enter a classroom and they're directed to sit without talking while their teachers reads the directions for a task aloud. Building this artificial serenity usually takes a few minutes while everyone ends conversations and puts eyes on the teacher. Then, the teacher begins a list of verbal directions. Within a few seconds, they quickly start talking again. REPEAT.

The reality is...each of the attention challenges listed above alongside a wide variety of others can make it either difficult or impossible for our students to follow spoken directions.

Why the shift? Direct instruction has worked for decades, hasn't it?

Has it?!

First, our brains were not designed for the bombardment of electronic information we receive from all sides, second to second. If we're not prepared, our charges and their still-developing brains definitely aren't. Second, our schools have been altered to build the most inclusive environment for all of our students. So-called "special" programs and schools have either closed or will be soon. Have our spaces, curricula, testing schedules, and teacher training kept up with this shift? Lastly, where else are there prolonged periods of group silence so students get a lot of practice sitting and focusing on just the task at hand?

Chef Charles, are you suggesting that we stop expecting students to quietly listen to the teacher?

Yes, and not exactly.

Teachers do need a way of getting and having the entire class' silent attention, and not just in emergencies. That signal or sequence should be saved for those moments where student safety and/or expected transitions, and unexpected shifts in class activity are a priority. It's also important for students to have the skill of silently and actively listening to their peers.

However, getting the class quiet and expecting more than a few moments of silence--

A: often makes students mask behaviors that can get them into trouble, but masking is only a quick fix; and

B: can cause an escalation in behaviors/anxiety/trauma responses when teachers become agitated, need to raise voices and/or threaten negative consequences.

I'm learning that what works best in my classroom is work that is less teacher-centered. This doesn't mean that there won't be times when teachers should give direct instruction. It simply means that First 5/belllringers/do-nows, directions on the board/notes on a table/wall charts/activity pictures, student-led grappling with novel problems, and small-group direct instruction are alternatives that are showing promise.

Doing these allows me to notice and check in with students who appear to have unspoken needs. I can observe and ask questions unencumbered by so much whole-group talking. I can also head off many potential interpersonal conflicts and resulting escalations by being closer to the issue, rather than front and center.

What's working for you? Please share your ideas in the comments. Click 5 stars above, and as always, sharing snacks is caring!

Only the bestest,

Chef Charles

Head chef

www.teacherssnacks.com