My post yesterday about Six Uses for Observation really got me thinking about how I use observation in the classroom. Observation seriously is one of the foundations of my teaching practice. There are several reasons for this, most of which are outlined in yesterday’s post. But one of the most important reasons is that it can change the way you look at children. Sometimes it isn’t even the way you look at children in general. Sometimes it is the way you look at one specific child.
I recently wrote a post about how we as adults are slow to change our views about something. We think we know it all because we have been around a while and we take that knowledge for granted. We forget that sometimes it is important to slow down and try to see things from a different perspective. This is where observation comes in. If we just take a moment to slow down and observe a child in action, we may see something that is contrary to our previous view of the child. We may begin to attribute positive intent to the child’s actions rather than negative intent. If we open ourselves up to the possibility that there may be more going on with the child than we are presently aware of, we may find that to be the case. And if we find that to be the case, our view of that child can change dramatically.
I know a lot of teachers out there shake their heads and roll their eyes when I say that children don’t do things without a reason. But the reason why I say this frequently and with authority is that I have done enough observing of children to know it to be true. The only way that we will be able to know or try to understand the intent of a young child is to observe for ourselves. And even older children may not tell us their intent because they are more worried about getting in trouble because of their actions related to their intent. Observation has allowed me to truly be able to decipher the intent of children and come up with productive ways to deal with behavior in a non-punitive way.
Let’s put this in context: Let’s pretend that you decided to try a different format for circle time because you felt that it would hold the children’s interest better than your current format. Your administrator walks in and wonders what the heck is going on and tells you in no uncertain terms that she does not like the new format and she doesn’t want to see it again. And doesn’t listen to your explanation of why you did it. How would that make you feel? The administrator paid absolutely no attention to your intent, only to your actions. That is what we do with children when we do not try to figure out their intent.
I have had children display physical behavior simply because they want to play with other children but do not know how to approach them. I have had children hit or even bite others because they have issues with personal space. There are a myriad of reasons why children behave the way they do. And this isn’t just about children’s behavior related to other children. It can be related to the way children use materials, as well. I have had children drag chairs into the block area because they have built a television and want to “watch” it. I have had children bossing other children around, only to find out that one is pretending to be a baby and one is pretending to be a mommy, or – even more amusing – one is pretending to be a dog and the other is pretending to be the owner. I have had a house that the class built in the middle of the floor turn into a swimming pool in an instant, and everyone’s shoes and socks become strewn about in order to wade in the pool. I have had countless scenarios happen in the classroom, and the only way to sort it all out without hurting many feelings and tapping into my punitive side is to slow down and observe what is going on.
So how does this strengthen relationships? Well, as I pointed out at the beginning of the post, it changes the way you look at children. You begin to see what they are thinking about, what they are interested in, what they need to learn on an individual basis (as opposed to what the class is learning as dictated by the lesson plan), and you simply get to know the children in your class on a more personal level. If observation happens frequently enough, it helps to form a direction that the class can take in order to achieve the maximum amount of learning possible, because the ideas of the children are present – because you know what they are. In short, it helps you to get to know the children in your classroom better. And that helps you to deal with the children in your class positively, which strengthens and enhances your relationship with them, and their relationships with each other.