Teaching As Reframing

One of the most important things we can ever do as teachers is get our students excited about learning.  Every single day, in an attempt to make that happen, I find myself “reframing” students’ behaviors, beliefs, and attitudes about school and learning.  Some examples:

• The first time we are about to complete a math timed test, I know that some students will be ready to groan in anguish.  Before that can occur, I give an energetic spiel about how fun it is to see your own improvement over time, and how math timed tests are a wonderfully concrete way to view that progress.
• When a child says, “I hate writing,” instead of denying this reality, I simply say something like, “You know, I’ve been watching your work, and it seems to me like you hate story writing.  Your non-fiction writing actually contains lots of detail and is well done.”  (Then, later in the year, I work to reduce the disliked writing even more: “You know, you used to not like story writing, but now it seems like mysteries go well for you…”)
• Early in the year, even when I know I have some reluctant readers, I’ll ask loaded questions that imply that everyone is a reader: “Everyone has some books that they just can’t seem to put down, even when they’re supposed to stop reading! What kind of book makes you feel that way?”
• I always avoid apologizing for content material of any kind or suggesting that anything we do is unpleasant.  “We have to take standardized tests in the morning, but then we will have fun this afternoon in math class” is not a good way to speak to students.  A much better phrasing: “We get a chance to conquer some tricky test questions this morning, and then math class this afternoon will be great as well!”  It might sound corny, but young students rely on your cue as they decide what they like and dislike, so you might as well give positive cues to them about everything.
• Hamming it up when we’re doing some journal writing: “I know everyone would like an hour to write in their journals this morning.  Unfortunately, we only can write for 10 minutes before we have library (I sigh loudly at this point), so with so little precious time to write, be sure to make the most of it!”

My general rule is this: if there’s ever a moment where my students let out a collective groan because they “have” to do something, I’ve presented/framed that topic incorrectly.  (The only acceptable groans, of course, are when we have to stop doing something and they wish they could continue it!)

I think this practice of reframing may be one of the single biggest keys to making any classroom into a place where students love to learn.