We all want to swim…
My parents were both in the medical field when I was born and read about babies being born with a “swim reflex” that kept them from drowning. My curious parents decided to test this swimming theory by dropping me into my grandparents’ pool.
Humans aren’t born knowing how to swim. All humans drown until they learn to swim, and learning to swim requires clear instruction, practice, and various supports. The specific instructions and practice that someone requires will depend on that person’s prior experience in the water and many other factors, including natural ability. Supports, too, are based on an individual’s need and the circumstances surrounding a lesson.
Perhaps this metaphor has struck a chord with me because I have three young children who are learning to swim. Maybe it’s occurred to me that the way I would approach a child who is afraid to enter the water is not always the way I talk to students who are disengaged from or struggling with classroom learning. Regardless, when I remind myself that we all want to swim, I articulate expectations, differentiate instruction, and communicate progress in a way that matters.
I have Lida Winfield to thank for my mantra this year. Along with this mantra, Lida also gave me fresh insight into why standards-based learning makes sense and how differentiating, assessing, and articulating expectations and progress may help students to swim and keep them from drowning.
My parents were both in the medical field when I was born and read about babies being born with a “swim reflex” that kept them from drowning. My curious parents decided to test this swimming theory by dropping me into my grandparents’ pool.
Humans aren’t born knowing how to swim. All humans drown until they learn to swim, and learning to swim requires clear instruction, practice, and various supports. The specific instructions and practice that someone requires will depend on that person’s prior experience in the water and many other factors, including natural ability. Supports, too, are based on an individual’s need and the circumstances surrounding a lesson.
Perhaps this metaphor has struck a chord with me because I have three young children who are learning to swim. Maybe it’s occurred to me that the way I would approach a child who is afraid to enter the water is not always the way I talk to students who are disengaged from or struggling with classroom learning. Regardless, when I remind myself that we all want to swim, I articulate expectations, differentiate instruction, and communicate progress in a way that matters.
I have Lida Winfield to thank for my mantra this year. Along with this mantra, Lida also gave me fresh insight into why standards-based learning makes sense and how differentiating, assessing, and articulating expectations and progress may help students to swim and keep them from drowning.