Avoiding the "curse of knowledge"

Learning to think like your students

I am rough on my sunglasses. I toss them deep in my purse, jangling them against whatever odds and ends have collected down there. Despite my lack of care, I love slipping on my favorite old pair. Their rose-colored tint adds luster to the everyday objects around me.

Teaching, in many ways, requires intentionally putting on a pair of metaphorical glasses. While keeping growth and goals in mind, we must develop our ability to step into our students’ viewpoint. We want to be able to understand the work we expect of them from their perspective, enabling us to tailor instruction to the right degree of challenge.

As an adult, we are used to being able to easily read and follow written directions. We know north is “up” on the map and B.C. years count backwards.

To our students, however, these are potentially new experiences, ones that require time and patient instruction as we guide them towards familiarity and competence.

Photo by Bud Helisson on Unsplash

When working with your students then, remember these perspectives:

Avoid assuming your student knows how to do something.

This will vary, of course, depending on the age of your student (we can safely assume a pre-algebra student can multiply), but building in time for review or extended explanation avoids a student bogging down in the middle of a lesson.

Assess background knowledge.

If you’re not sure what background knowledge your student is bringing to an assignment, ask him or her to model or explain the topic. If you are working on a math concept, have your student create an example problem. Ask for definitions of vocabulary words in reading or a summary of a concept in history or science. Allowing your student to “be the teacher” gives you a more accurate understanding of his knowledge level and an opportunity to practice their previously learned skills.

Check for understanding frequently (and do it creatively).

Students, especially older ones, generally answer “yes” to the classic, “Does that make sense?” question, regardless of whether it actually does. Instead, try observing body language and facial expressions. Boredom or listlessness is generally a sign that the content of a lesson is too far above or below your student’s level. Adjust your pacing to a level of challenge that engages your student.

Ask the right questions - and take the answers seriously.

What do they find challenging about their work? Are our instructions clear to them (It really doesn’t matter if they are clear to us!) ? Do explanations “talk down” to them or fly above their heads? Would more frequent breaks or a different study environment make learning more engaging?

Teaching is as much for the teacher as it is for the student. It pulls us out of ourselves and keeps our own brains fresh as we seek to understand and grow those of our students.

Enjoy each step of the way!

-Leah Deegear

Proverbs 22:6