{"product_id":"9780965706117","title":"Cultivating Meaning in the Science Classroom: Nurturing Children's Reasoning THE SCHOOL EXPERIENCE WE ALL WANT","description":"They are learning what is expected of them.\u003cbr\u003eThey will ask questions and figure things out and be rewarded with my attention.\u003cp\u003eIt is amazing how rewarding it is to a child, and to a classroom, for the teacher to thoughtfully listen to the comments of a child. A teacher's focused attention makes an emotional bond with the child. It draws the child from peer orientation, at least in the classroom setting. With a teacher's appreciative gaze, I have witnessed the spark of an intellect. I have watched debating skills grow. Comments become more precise, eloquent. It is a joy to watch that happen. \u003c\/p\u003e\u003cp\u003eChildren want to grow up. To be seen as being competent. Worthy. Valued. Enjoyed. They strive because growing into adulthood is important to them.\u003c\/p\u003e\u003cp\u003eChildren don't want friendship from a teacher. Not buddy-buddy friendship. They don't want grades. They don't even want praise, really. What they seem to want is the reflection back on themselves that they are becoming increasingly competent. Cognitively interesting. More mature. They can feel themselves growing.\u003c\/p\u003e\u003cp\u003eDebate is the reward. \u003c\/p\u003e\u003cp\u003eThey thrive on a real conversation. Thoughtfully listening. Incorporating and expanding on the ideas of others. Not being judged. Just being interesting - right or wrong. No consequences. Unconditional acceptance after waiting for their turn. Just the development of an idea.\u003c\/p\u003e\u003cp\u003eMy instruction has to be consistent with the end result.\u003cbr\u003eI can't just \"tell\" them. I want them to reason without being told. To own the idea. To figure it out. Mostly.\u003cbr\u003eExperience first, words second.\u003c\/p\u003e\u003cp\u003eSo, I say, \"Lets practice.\"\u003cbr\u003e\"A practice topic to see how it goes.\"\u003c\/p\u003e\u003cp\u003eTeaching, Orchestrating the instructional setting. The ongoing discovery of how to lead students to notice and develop their inner rational self. Not to evaluate or stand in judgment of them.\u003c\/p\u003e\u003cp\u003eReport card grades are expected. They are not a surprise.\u003cbr\u003eThey are communicated on schedule.\u003cbr\u003eThere is nothing special or satisfying about them.\u003cbr\u003eThey are subject to being lowered with every reporting period.\u003c\/p\u003e\u003cp\u003eA child's self image is more strongly built from the unexpected.\u003cbr\u003eDuring class debate, when the teacher pauses and says, \"That was brilliant!\"\u003cbr\u003e\"Really insightful!\"\u003cbr\u003eThe child internalizes the magic of the unexpected moment.\u003cbr\u003e\"I am capable.\" \"I am interesting.\" \"I am worth listening to.\"\u003cbr\u003eThe magic moment of spontaneous recognition connects the child to the joy of intellectual discourse.\u003c\/p\u003e\u003cp\u003eGrades don't do that.\u003cbr\u003eIn fact, they sabotage the very intellectual behavior we are after.\u003c\/p\u003e\u003cp\u003eI don't give grades.\u003cbr\u003eI give attention.\u003c\/p\u003e","brand":"Glenhaven Plublications","offers":[{"title":"Default Title","offer_id":47029048017136,"sku":"9780965706117","price":11.99,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0737\/7593\/9824\/files\/9780965706117_p0.jpg?v=1763878475","url":"https:\/\/shop-qa.barnesandnoble.com\/products\/9780965706117","provider":"Barnes \u0026 Noble (DEV)","version":"1.0","type":"link"}