That being said, it was never easy for the students. In fact, I often got a lot more push-back from them than I expected. Part of that resistance was fueled by the fact that in other subject areas, taught by more traditional teachers, they always had black and white answers. If I heard one of them say, "Can't you just give us the answer?" once, I heard it a million times! Well, when you are reading something and asking the students what the author is saying through symbolic language, it is kind of impossible to "give them the right answer" because there really isn't one.
As far as modeling this concept, some of my students (and now former students on Facebook) picked on me for what they called my motto- "Really? Does that make sense to you?" Whenever we would talk about the literature and they would give me a synopsis or a theory about a character's behavior, apparently- I always said, "Really? Does that make sense to you?" and they had to explain themselves.
The great thing about developing critical thinking skills when it comes to literature and language is that teachers in the field have a definite goal... To create citizens that can question their world- to not believe everything they hear or read- to figure how we are all connected and the responsibilities we have to one another. In short, the goal is to create informed and discriminating citizens.
I always thought that being an English teacher was so noble because of that....
Yes, students tend to avoid the critical thinking questions. Some even change their answer when questioned about why they chose that particular answer--thinking they are wrong. Many don't like to be questioned about their answer choice.
ReplyDeleteSometimes because of this, teachers may resort to the factual questions. However, we have to continue working to model and teach them critical thinking skills.
I agree with you that getting students to think critically is easier to achieve in some subject areas than others. I am thinking specifically of my Spanish 1 students. I am so focused on getting them to understand what I'm saying that critical thinking really takes a back seat to achieving comprehension. I have really struggled with taking them into the higher levels of Bloom's Taxonomy because I am constantly giving them input.
ReplyDeleteI think it's nice that students remember your "motto" and that you didn't just answer their questions, forcing them to think. They will appreciate that more and more as they mature!
Jordan, I can see why the students resisted the critical thinking questions because I used to be one of such students when I was young! :) As you said, it was very challenging to me to think in depth at that time because i was not trained in that way...now I have had enough practices to think critically and I am just used to it! So I certainly appreciate what you do with your own son. It is important that students are exposed to opportunities to engage in critical thinking.
ReplyDeleteHow you work with your three year old is the way all parents should interact with their children. I think the vast majority of parents do not instill critical thinking. Then, they send their kids to us. My parents taught my siblings and I the way you teach your child. I find it very easy to ask critical thinking questions to kids. I have done it in front of parents and when their child answers with a pretty solid response, they are often amazed. So much, that I bet they practice the skill after they've left. I'd bet parents just don't know how to do it well. I get a lot of non-response as well. I assigned four questions for homework that were "explain" or "describe" this and that. Of 108 students, about 12 completed all four. Maybe 5 attempted 1,2 or 3. That is very typical with the kids I teach. If it is a tad challenging, they'd rather lose the 20 points and take an 80. It can be frustrating.
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