I am afraid that I failed to post our last entry on chapter 5! Christina submitted an entry, and it got lost in the shuffle (and if you've seen my desk lately, you've seen there's a LOT of shuffle there!).
I apologize to Christina, but here it is...so, though Lai's chapter 6 entry has already been posted, Christina's entry will remind you of chapter 5!
“Love is a Better Teacher”
Elkind begins the second section of his book by exploring the common misunderstandings of how young children learn. As Elkind explores this topic, he asserts there are three core types of misunderstandings. First, Elkind notes one misunderstanding to be the “Watch Me” Theory of Learning and Instruction. In reading about this type of instruction, what first struck me was how often I see it occur. It’s common to hear parents coaching their children with such words as, “No, no, you’re doing it wrong. Do it like me.” I’ve noticed many parents hold their child to the expectation of learning something new only through forced observation. Elkind points out that under this theory of instruction, children are not allowed to guide their own learning. Instead, they are robbed of the freedom to explore what interests them most, and are forced to focus on what the instructor wants them to follow. Elkind comments, “If these young people were bored and unmotivated, it is not because they were lazy or lacked interest in learning. They were bored and unmotivated because they had been taught that their interests and passions were of little value” (p. 95). I feel this particular notion is extremely important. As a society, we often quickly and incorrectly “diagnose” these children who are viewed as unmotivated or bored with some sort of learning disorder, lumping them in with those who suffer from things such as ADHD. While this may be the easier solution, I feel it’s imperative that we examine our teaching methods and discover the true reason why these kids are struggling. As Elkind points out, often this boredom and lack of motivation is just a result of the restrictions we place on their freedom to explore their own interests and passions.
The second misunderstanding Elkind explores is the “Little Sponge” Theory of Learning and Instruction. As I read Elkind’s account of taking his children to the circus, I was reminded of an instance I experienced with my three year old niece in our local Build A Bear Workshop. I was more than excited to share her first “bear making experience” with her. As we entered the store, I carried with me expectations of her being completely absorbed in the whole process, from the first puff of fluff to putting the finishing touches on her new friend’s outfit. While she was excited, to my surprise she was much more interested in the little things that I was quick to deem boring and insignificant. She was less concerned about finding the perfect pair of shoes to match the outfit (I had chosen), and more concerned with exploring the pictures that were on the box they give you for free to put your new friend in! Elkind notes, “Infants and young children dawdle because they are looking at the world with fresh eyes and ears. They are caught up and excited by much that we take for granted and no longer find of interest” (p. 98). I had somewhat of an “Aha!” moment after reading this idea. Of course children aren’t interested in the same things we are; their concept of the world is completely different than ours! It’s crucial that this idea is understood when applied to instruction. Children are not interested in the same things we are, and they do not learn in the same manner that we do.
Elkind’s third misconception is the “Look Harder” Theory of Learning and Instruction. This is the belief that if children were to just look harder, they would be able to understand concepts that they aren’t able to comprehend. Elkind draws the analogy of speaking louder to someone who speaks a foreign language because they don’t understand English. Elkind stresses that it’s important to understand that children do not see the world in the same way adults do.
Elkind goes on to discuss different types of play. It is through these types of play that children truly learn and develop best. An interesting comment Elkind makes towards the end of the chapter is, “Young children live in a world that is engineered for the minds and bodies of adults” (p. 113). As I reflected on this particular statement, I came to realize how important it is to really understand that children have a completely different view of the world. As educators, we need to embrace this view, allowing them to learn through play and giving them the freedom to explore their own passions and interests.
Christina,
ReplyDeleteI feel that you captured Elkind's points very well in this chapter. After reading your post, I see the three misunderstanding of learning and instructions relating to each other. I agree with the "Watch Me" theory. Approaching a child by saying, "No, you're doing it wrong!" is a discouraging way to teach a child. Additionally, from a teacher's point of view, I feel that a teacher’s expectation should be flexible. However, I do agree as a teacher, we need to understand the importance of allowing a child to explore and find their own interests. Comparing the “Watch Me” theory and the “Little Sponge” theory, I see how they are relevant. As we allow children to explore, they find the simple things more enjoyable because like Elkind said, “They are looking at the world with fresh eyes and ears.” Overall, I am glad that you and Elkind have stressed the importance of the “Look Harder” theory because it’s true that children and adults do not see the world the same way.
Christina,
ReplyDeleteI really enjoyed reading your blog. It is unfortunate that we as adults think that children know what we know and focus on the "important" aspects of things. The example you gave was more than perfect, for adults we see the bigger picture but children are not at the level of reasoning yet and are exploring and learning all that is around them. I think it is very important to let children soak up all that they can and find fascinating. As adults, future teachers and counselors, we are going to be the hand children lean on and go to for support. We need to be those who guide them on their route to exploring the world. I just wish that there were some type of mandatory class that parents should take in learning this. It is sad to see so many parents deem their children as slow because they do not reason as they expect them to, and all due to the misunderstandings as you have pointed out. Great Job!
-Anel Vargas-Diaz W -5:00 pm, Fall 2010
Christina,
ReplyDeleteI really enjoyed reading about your experience with your little niece at the "Build-A-Bear Workshop." It helped me realize how young children really do view the world and how different it is from our views of the world. I also loved how you described the three different Theories of Learning and Instruction. With each theory I was able to read about it and put it into situations I have seen myself. These theories really do remind me of being in a modern day class room and observing all of the student's in action. They almost always seem so uninterested in the things they are learning because most of them are straight out of textbooks and are often viewed as just words on a page. When the children are being given worksheets and tests and are expected to know these facts word for word, it takes the fun out of learning for them. Learning should involve some free time to let the children get involved with the information and not just be forced to read it and regurgitate it. I completely agree with you when you say that we as future educators need to allow the children to learn in the way they are most comfortable and let them experience the information that we are giving them for themselves. Great blog entry!!
- Katie Gutierrez