Slow Down...
One of the online resources I get updates from is Choice Literacy, and this week's title was Slow Down. This seemed quite appropriate for me, and I opened the article expecting to see something about taking a breath before the end of the year. What I found was an article about slowing down for our slow thinkers. This is a great reminder for all of us (myself included!!), especially as we enter this end of year state of "getting things done". As you read, I'm sure you will think of a student or two in your class. Take a minute to slow down and read =)
Some of our greatest thinkers were slow thinkers who needed more time to ponder ideas and questions than many people. It seems that slow thinkers are not as highly valued in our society (or classroom) as fast thinkers. This makes us think about our own students. Are there some who are struggling from anxiety during tasks that ask for quick thinking? Are they unable to process what is happening around them as they search for a response? Of course they are.
To help our slower thinkers, we first need to recognize them. Slow thinkers may show some of the following traits:
- Difficulty with on-demand writing or responses.
- Physical signs of trying to concentrate: looking up at the ceiling, sighing, rubbing their eyes or face, laying their head on their desk, and even pounding gently on the paper.
- During a writing period they may sit for a long time or share that they can’t think of anything.
- They seldom raise their hand to ask or answer questions or are quick to say, “I don’t know” or shrug.
- During a sharing time they may not have something to share, but they may think of something at the end of the session or after the period is over.
- Sometimes slow thinkers appear to be shy, quiet, or unsure.
Once we take a look at our classroom population and recognize our slower thinkers, we can do some things to help them in the classroom.
Cue Them In
Let slow thinkers know what will be happening before an activity begins. Touch base with their students either as a whole class or individually about what they will be asked to do during a particular period. This could mean that in the morning the teacher leans down to Johnny and tells him that the class will be doing a quick-write about a time students were proud of themselves. For his morning work, he can have some time to think about a list of ideas. Sometimes this little “heads-up” can give students time to think so they will be ready to participate.
Extend Time
Using “wait time” can be helpful when asking questions. Try a “boomerang” approach by asking a question and letting the student know you will come back to them in a minute. Take other comments or questions from the other students and then return to the slow thinker.
Try the “phone a friend” option: the student can choose another student to help them, but the slow thinker should be the one to respond or repeat the response. It is important to help the student answer or respond successfully, to show them that you value their thinking process and that you will provide the necessary support for them to be successful.
Build Self-Advocacy Skills
Teachers can teach students how to advocate for their needs. Teach slow thinkers to
- ask for extra time;
- ask to start early;
- ask what will be happening during a given period;
- say, “Come back to me” or “I need a minute”; and
- use relaxation techniques to curb anxiety.
Students need to know that all types of learners and thinkers are valued in the classroom. Having a private discussion about what you are noticing, and educating the student about their way of thinking, can be very powerful. Teaching them to ask for what they need in the classroom shows that you value their way of thinking and empowers them to take control of their own learning.
I hope you found this helpful! -Sue
