I have a student this year who is constantly asking why we are doing whatever it is we are. He is always very courteous and sincere when he asks what the point of the lesson or activity is. I know this, because as an experienced classroom teacher I automatically search his eyes with my x-ray bullshit detector vision to see if this is a case of work avoidance, defiance, or something else equally counterproductive. With him, though, it seems to be genuine, if pointed, curiosity.
Despite the fact that he is a bit mischievous and somewhat distractable (in other words, eleven), his question always has a ring of authenticity to it, and so I answer him honestly, explaining what I hope he and the rest of my students will get from the lesson and how. Once so informed, he seems not only satisfied but also doubly willing to accomplish the task at hand.
I wonder who taught him to ask this question, and why, especially because such a conversation is very rare in sixth grade. One day, I will ask him about it, but until then? I'm enjoying the accountability.
Despite the fact that he is a bit mischievous and somewhat distractable (in other words, eleven), his question always has a ring of authenticity to it, and so I answer him honestly, explaining what I hope he and the rest of my students will get from the lesson and how. Once so informed, he seems not only satisfied but also doubly willing to accomplish the task at hand.
I wonder who taught him to ask this question, and why, especially because such a conversation is very rare in sixth grade. One day, I will ask him about it, but until then? I'm enjoying the accountability.
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