Providing Data, Not Solutions
Sometimes we rob children of the opportunity to take charge of their
own behavior by providing solutions, consequences, and appropriate
actions for them. If instead we would merely provide data as input for
children’s decision making, they could learn to act more autonomously,
become aware of the effects of their behavior on others, and become more
empathic in sensing others’ verbal and nonverbal cues.
We c a n s p e a k mi n d f u l l a n g u a g e b y g i v i n g d a t a , di v u l g i n g i n f o r m a -
tion about ourselves, or sending “I” messages. Consider the following
examples:
When children... Use mindful languageby saying...
Make noise by tapping “I want you to know that your
their pencil pencil tapping is disturbing me.”
Interrupt “I like it when you take turns to speak.”
Whine “It hurts my ears.”
Are courteous “I liked it when you came in so quietly
and went right to work.”
Chew gum “I want you to know that gum chewing
in my class disturbs me.”
Some children, of course, don’t recognize these forms of data as cues
for self-control. In such cases, it may be necessary to provide more specific
directions for appropriate behavior. Start, however, by giving students the
chance to control themselves.
Classroom Management
To o o f t e n , t e a c h e r s g i v e a l l t h e i n f o r m a t i o n n e c e s s a r y t o d o a t a s k , s o
that students merely perform the task without having to infer meaning. It’s
preferable to use mindful language that will lead students to analyze the
task, decide on what is needed, and then act autonomously. Consider the
following examples:
To w a r d a M i n d f u l L a n g u a g e o f L e a r n i n g 127