Entrance Slip

Tact of Teaching 

The anecdote of Jeff and Siri was my first “stop”.  It shows us that praising can be detrimental if we are not pedagogically sensitive about our course of action. We want to sincerely praise our students for their achievement.  However, we don’t want to position them in a difficult situation where they become the enemy of the whole class.  As a future teacher, I never ever want to humiliate one child in order to praise another. Van Manen says “ [p]edagogy is the ability of actively distinguishing what is ‘good’ from what is not good, what is appropriate from what is less appropriate in interacting with children or young people” and “ [t]his kind of understanding lies at the very heart of teaching- it is pedagogical sensitivity”(Manen,2008, p.4).  I can’t agree more with this quote.  When approving or disapproving a student’s behavior, I need to be vigilant for what kind of language I use, what specific words I choose, and what attitude I present.  Mostly importantly I need to ask myself constantly: when making a comment, am I disapproving the person or the inappropriate behavior?  What impact will it have on my student, positive or negative?  By saying what I say, will I really help the student to become a better person? 

As Manen explains, true reflection in action is difficult because “life in classrooms is contingent, dynamic, everchanging: every moment, every second is situation specific. Moments of teaching are ongoing incidents that require instant actions” (Manen, 2008, p. 12).  As novice teacher, there is always the moment of frustration and self-doubt.  What if my well-planned lesson goes sideways?  What if my students smirk at my accent?  How should I react if someone is being disruptive?  There are tons of unexpected situations which no one can predict and plan, even if a most experienced teacher.  I think it is important for me to “constantly thinking about why and what [I am] doing while [I am] doing it” (Manen, 20008, p.12).  The reflection should always take place while events are happening.  I believe when I have more experience, “instant self-reflection” will come to me naturally and it will become an integrate part of my thinking and acting process.

In the end of the article, Manen says “the act of practice depends on the sense of sensuality of the body, personal presence, relational perceptiveness, tact for knowing what to say and do in contingent situations, thoughtful routines and actions…” (Manen, 2008, p.19).  The tact of teaching is to be deliberate and know what and when to say, more importantly know what not to say to students.  For example, I can’t say a question is “easy” (just because I think it is easy) to a child who is struggling to understand it.  “Easy” is relative and depending on the perspective of the individual.  When making such comment, a tactful action should a thoughtful one and is to think from children’ perspective first. 

To answer the last question, I believe that teachers need to build up a strong and cooperative relationship with parents.  Both parties have equal and shared responsibility in helping our children’s growth and development in becoming healthy and productive citizens.

 

 

Reference

Van Manen, M. (2008). Pedagogical sensitivity and teachers practical knowing-in-action. Peking university education review, 1(1), 1-23.