How I Shocked My Students into Learning

By Deborah Holmen, M.Ed, NBCT

Are we creating students who can handle this information overload?

Studies are showing that in this Age of Knowledge, products and services will be composed of more intellect and less labor, material, and capital. The primary source of wealth creation will be the human imagination, something that cannot be managed using traditional methods, stated by authors Gorey, Dobat, and Sweeney from System Thinkers, a publication that shares the newest innovations in all venture sectors.

So what does this have to do with our classrooms? Ultimately, every student who crosses our threshold must have the ability to absorb new information and apply it to achieve the desired outcome. When I look back over the 25 years of teaching, I realize I had to change the way I taught to create a classroom of self-starters who challenged their environment, rather than just becoming passive followers who parroted their teachers' expectations.

My First Lesson: The Tourist Experience of Heightened Awareness

Can you remember what it felt like to travel to a new city or country and experience the excitement and anxiety of the unfamiliar? Struggling to find the best place to eat, let alone navigate a foreign language, felt daunting, yet you felt quite accomplished when you reflected on your visit.

Teaching students to become mindfully aware and engaged in their learning requires a different approach to teaching. You can't prepare them for what's coming as many styles of teaching expect. Background information, prepping for vocabulary, and giving "I can" statements have their place, but for students to become seekers of knowledge, you must provide them opportunities to seek.

Step 1: Speak in Another Language While Completing a Simple Task

Every first day of class with my new students, I prep their desks with white copy paper and scissors. The only thing on the board was my name, nothing else. As they entered the room, questions abounded about what I was going to teach or field trips, yet I wouldn't speak. I'd smile, motioning them to take their seats. They knew at that moment this was going to be a different experience.

So, for the sake of creating a 'strange and new' environment, this lesson needs to be done in a different Language. I speak French, although it's rusty from years of neglect. You don't need to speak perfectly for this activity. Just dust off your high school language books and write out a simple script. I admit that I had to use Google Translate for some of the phrases I needed, but no worries if it isn't 100% accurate. You can also complete the lesson silently, although you won't have a list of vocabulary afterward to show your students how much they've learned.

Step 2: Challenge Them To Follow Directions In A Different Way

Many teachers have seen the student-created book that uses no staples or glue to hold it together. It is made with two sets of 3 papers each, cutting the ends of one set of papers to fit inside the second group of papers. Here's a video on how to make the book.

Once the students settled in, I began by welcoming them and introducing myself. "Bonjour, mes étudiants! J'aime appelle Mademoiselle Holmén. Je serai votre professeur pour cette année." And so on.

Yes, they were like deer in headlights, and I loved it! Some tried to figure out what I was saying. I've only had one student proficient in French in the years I taught this, so I prepared a note for them not to translate for their friends. They loved the immediate rapport.

I did not stray away from French even when I saw several students wanting to give up. This taught me immediately about those students who needed to build perseverance when struggling and to watch their demeanor change when they succeeded.

I was able to detect self-starters and those who had eased into leadership roles, as well as those whose learning style might cause them to struggle, since I did not have any written directions. This lesson was beneficial to tactile, auditory, and visual learners, but not to those who require written directions.

Once the students were successful in creating the book, I allowed them to help others who may be struggling. The entire lesson provided an excellent opportunity for me to observe these trainees, noting their learning styles, perceptions of mindset, and identifying potential red-flag students who may require additional outside support throughout the year.

Step 3: Discuss The Experience

Once the students held up their completed books, I began speaking English to their relief! Each time I do this activity, I can't tell you the amusement that comes from their comments.

"Oh, my gosh, that made my head hurt!" or, "I can't believe I made a book all in French!"

Then the discussion begins. I displayed on the ActivBoard the vocabulary words that they had learned. They were shocked by how many words they learned in one lesson; 158 words they could recall and know the meaning.

We also talked about what they did when they felt stuck. Some glanced at neighbors' work, and some shut down. We discussed how specific skills must be acquired to derive new insights from new experiences.

We also discussed how some skills we've acquired over the years can be detrimental to our own success.

Shutting down, relying on others to a fault, and getting stressed all create an emotional rollercoaster for students who struggle with their choices.

They learned that learning is a choice. Motivating them to want to learn is the key.

Step 4: Becoming Mindful Learners

This is such a great lesson on how students become immediately mindful. They could no longer rely on their language skills. Watching my every move caused them to pay attention. They stayed focused and present through every step. How often do we see our students so on point in any given day in our classrooms?

The room, at first, is noisy since the outspoken ones would voice their concerns about not understanding a thing I said. But the room suddenly silences when they have to watch the intricacies of cutting the paper to fit, and they realize I am expecting them to follow. I can then refer back to this lesson months later when students need reminding to be 'mindful' when they are struggling.

When teaching this lesson in front of other teachers, they consistently mention how, "So-and-so never pays attention, but with this lesson, they didn't take their eyes off of you!"

It is a powerful lesson for support staff to observe, such as counselors and Special education teachers. We often see the outcome of poor decision-making skills in our students, and watching it in action helps us create a plan to guide them out of detrimental mindsets. Support staff can observe how their students may require additional guidance to address the child's belief systems that may be hindering their progress.

Step 5: Create Authentic Writing For Content

I always have my students write about these experiences. What an incredible way to make writing more meaningful and provide me with written content to utilize in later writing lessons.

Too often we ask students to write about things they have little experience, and expect them to come up with a non-refutable essay. Scaffolding their writing toward a future lesson on persuasive writing or narrative writing makes the work more meaningful and engaging.

Prompts for Writing:

How did it make you feel when you couldn't understand me?

Tell of another time you had to learn something new without assistance or understanding.

Did you feel like giving up? Why or why not?

Was there a time you had to rely on someone else? Why?

What steps do you take when you feel overwhelmed?

Do you like to be challenged? Tell of another time you felt challenged like this.

Resources:

Changes in the Teaching and Learning Process in a Complex Education System.