The other day I noticed the fun I experienced marking students’ work when I chose to remain open, relaxed and connected to what they were learning. I opened myself up to see beyond what the curriculum requirements were, and was instead assessing the level of connection I made with each student.
For as long as I can remember I had always thought marking needed to be done quickly and was a burden on my teaching time. The piles were never-ending and the pace with which marking was done was fast, with little regard for the student and their work. Darting around the classroom in order to mark the work before I began another set of teaching instructions felt like the norm.
The levels of exhaustion I experienced made me feel racy and there was no connection with the students or with their work. I gave little consideration to how I could support them to go to the next stage of learning, or to consolidate their current levels of learning.
The teaching phase was fun and by far the most enjoyable stage. I would introduce the topic and get the ball rolling with practical examples and engage the children in each step. The children would share and laugh whilst learning. Everyone was focused and the learning was meaningful, relevant and there was a sense of ease in which this was done. Every lesson was simple and the children were part of the teaching rather than doing all the learning. This unfortunately was lost once I moved to the marking mode. I could feel my relaxed and open body turn into a hard machine, ready to race through the assembly line of paper marking.
When I made the choice to stop and connect more to the steady pace in which I was teaching, I noticed there was no need to go into the overwhelm of what the idea of assessing and marking brings to teaching.
The playful interactions that took place with the simple daily over the shoulder marking made me realise how much the students enjoyed the ‘one to one’ connection they were receiving. Every interaction with a child was simple and varied, according to what they needed:
A supportive hand on the shoulder…
A playful gentle tap on the head …
A tender touch of the hand…
A knowing glance of ‘you’ve got it’…
A cheeky wink to say… yep! …. You’re on the right track.
With this way of marking their work came a deeper level of understanding about how the children crave this connection and wait patiently for their turn. I could feel them nuzzle into their chairs, brushing gently past my arms as I began to mark. Their eyes were open and engaged in what I had to share. They talked more and their voices had a giggling tone that invited more connection. They were not disappointed or hard on themselves if they didn’t fully understand the teaching concept, as they knew the support was always there.
Marking and assessing can be a task that overwhelms and overloads but with that comes a fall in the quality of connection that the children are clearly receptive and open to.
Assessing how to connect to a student is what true marking is about. When we assess what is needed at each moment the marking becomes simple, fun and straightforward.
By Anonymous, Teacher, Mentoring Teacher and Program Facilitator, Australia
Further Reading:
The power of relationship in the classroom
Circle time: an opportunity for connection and expression
Education, Schools & Teaching our Kids: ‘Quality of Presence’ in the Classroom
Teachers are Gold
482 Comments
Often there is not the same level of purpose brought to having children share their work, learnings and ideas. Recently I had students sit in a circle and share their work and what they liked about it. This gave the students total ownership and you could feel how they felt proud of themselves for their efforts.
What a fantastic foundation children can have if we meet them and make it about who they are and not what they are capable of. Of course we have the learning that assists us through life but if we are not met then what we do becomes the focus and our life depends on it. Where in actual fact it is our relationship with ourselves that is most important first and foremost and for that to be celebrated.
I volunteer at a primary school once a week and was struggling a little bit by the end of the day and just couldn’t think why anyone would want to do that as a full-time job. As I pondered on my experience over the last six months, it occurred to me that the children had been very sweet and open to me, often giving spontaneous hugs even though it is not encouraged. I may have sat with some of these children maybe once a months ago, but they are always pleased to see me. So, it is not the children that are the problem it’s the system and how I was reacting to it.
It is very special when a teacher understands that marking work is a connection to the student in supporting their learning and understanding and is never a judgement.
Anonymous, I love this; ‘I opened myself up to see beyond what the curriculum requirements were, and was instead assessing the level of connection I made with each student.’ This connection with the children feels like the most important thing and is what truly supports them.
‘I noticed there was no need to go into the overwhelm of what the idea of assessing and marking brings to teaching.’ This approach to marking and assessments is quite telling as to how we are so imposed upon by this as children and how we see ourselves as either successes or failures depending on the marks and how we are given feedback. It is not surprising that when we become teachers we take this consciousness with us and harden up at the prospect of all that paperwork! However, as you share, the children can feel the quality we put into the marking and can be offered confirmation in how we write the feedback, regardless of what they have ‘achieved’.
It comes back to connection and I love how you have beautifully shared the importance of this in the classroom. Sure marking comes into it, but when we put that before the people, then it becomes hard work.
What a joy to be in your class Anonymous. You need to be outed Anonymous for the teacher extraordinaire you are..
Assessments could be both ways – students should be able to assess the teacher on your quality of connection that was made for each of their assessments.
The difference between when we make it about learning versus outcomes. While outcomes are important, if this is the focus we lose the value in learning. When learning is the focus then the process is enjoyed and valued, outcomes are appreciated but not the defining point.
How can we truly listen to the children in a classroom or as a parent raising kids when our minds are elsewhere perhaps focussing on that day or thinking about what needs to be done the following day? It is so simple to listen to a child yet it can be one of the most difficult things to do if we are not connected and present with ourselves. It is not a bit of wonder that children turn to the iPad or misbehave when we are not giving our full attention towards them.
This reminded me of when I used to take piles of books home to mark, and how instead marking in class whilst connecting to the children brings so much more.
In reading this I can feel a deeper level of quality that I can bring to my work, instead of focusing on getting everything done, instead just ensuring the quality that I bring and making my focus first and foremost this and then my connection with others.
Connection is a solid foundation and what a gorgeous sharing of what it is to turn a sometimes mundane task into one that has people at the centre.
And yet there is so much resistance to take connection to another level in schools due to the fear mongering, Crazy, and it makes no sense. The results would be worth documenting and surprise many I’m sure if teachers stepped back, and remembered the purpose of education and what they themselves were able to offer without all the knowledge stuff.
Doing something without connection, whether animate or inanimate, just to get the job done leaves us feeling empty, whereas when we connect with what we are doing and those involved, things become alive, fun and purposeful.
Our quality of connection with each other really does nourish and support us to live and express our potential.
You have highlighted so beautifully how powerful it is from us to bring connection to whatever we are doing, as through this we are able to truly confirm the truth in each other. In this instance through your connection with each child not only have you confirmed their worth but also confirmed what was true of their expression, deepening their connection to knowing what feels true and what does not, as they continue to confidently grow expressing who they are.
Making the lessons about the connection first and the subject matter second is the way forward. We all have to learn certain things to get through life but at the end of the day it is how we are taught which will support us to have a positive relationship with learning new things. If we start to think we cannot do something and switch off as a young child this will impact on our lives until the day we die, and after all why go through life believing we are less just because we did not understand a subject at school.
“Assessing how to connect to a student is what true marking is about. When we assess what is needed at each moment the marking becomes simple, fun and straightforward.” Really what you are saying is when we come from our heart and connect to universal wisdom we know naturally what needs to be done next. – teaching from the heart is a whole other level.
It really is amazing to see and feel the difference in our attitudes and way of being when we connect to who we are and move with this purpose. Life becomes so simple and a real sense of joy is noted and expressed too. How amazing it is to reflect this to children and adults as this offers so much to explore and to the learn from too.
Anonymous I feel inspired by your blog. I have recently started volunteering at my local school and will bear in mind what you have shared on how super important it is to be in connection both with myself and with the children.
Reading this you can already feel the quality in which the marking is done and the children enjoying the connection – this is what makes learning fun.
How precious to have a teacher who is so connected.
Connecting with children as the persons they are behind what we are marking, humanises our teaching and gives sense to that activity. This is, as well as every interaction we have with children, an opportunity to open the doors to their willingness to learn.
We are social beings and thrive on connection with one another. It makes absolute sense that you found marking fun and energising when you connected with the children and in contrast you were drained and exhausted when you just focused on the activity of marking. We are built to be connected in love always.
The importance of connecting with our students may likewise be applied to the whole of life.
In connection with ourselves we are observing life and may bring much understanding and needed wisdom to support others.. When we are not in connection, we are at the mercy of life.
This is so refreshing to read and the hear how children are been giving the opportunity to really be connected with and understood. It makes complete sense the children crave this way of being taught because when you look around and see the way the system is set up teachers are given no room to have these connections. It has become all about numbers and reaching targets so that they pass the government requirements and that fact that there are these little beings that need nurturing and support is totally not in the equation. Each child is different also so we need to be able to adapt and connect to what is needed in each moment, not follow a structure that is not even truly about the kids.
Words of gold in this blog – when there is seemingly a massive task ahead of us – connection to ourselves and others is key. ‘Many hands make light work’ is a saying but what if you’ve only got your own hands? Working as a waitress I find that many eye connections and true smiles make work very light.
Anonymous, this is lovely to read, I can feel how we can make anything about connection and that rushing through tasks makes us exhausted and serves no-one, it is very lovely for your pupil to have his time to connect with you and I have found in my own work that if I let go of the racing trying to get things done on time and instead go at my natural pace and make my work about connecting to people then there is a flow and a joy and the work naturally gets done.
Assessing and marking can be a tedious task if done with a preconceived idea of the end result, However, when we make it about connection first there is such a lightness and flow to what has to be done that is actually joyous and regenerating as we truly enrich other’s lives.
When we make it about connection first there is no right or wrong just expanding our connections and the learning then flows through that. If we made this the purpose of our education system the focus would become the development and support for each child to explore their true potential without the constraints of a narrow assessment based system which dictates what needs to be learned and how it needs to be presented to achieve the necessary grades to be deemed a ‘success’.
I love the fun, ease and connection you brought back to how you assessed and marked the children. Education should always be about supporting the student’s connection and ability to express their own inner wisdom and awareness. I know from my personal experience of being at the receiving end of the education system that anything less than the care and connection you describe here encourages the exact opposite.
I teach adults and have certainly had this experience of the rather perfunctory approach to marking or assessing work. It has been a revelation to me to sit with the person as I assess what they have done and feel that this is very supportive of not only a much deeper level of learning but builds a much truer connection too. What it also does is helps me to avoid getting caught up in the ‘race’ to complete this work and give it due and loving attention.
I have been inspired by this blog and used this technique time and time again and the connection does make a difference to the final grades. Could it be possible that tests are not the area of discontent but the frustration in how we are administering them?
Thank you for a wonderful sharing with such loving care for with what you share with the children. I can truly appreciate the foundation this offers them to be open to exploring learning, because there is nothing telling them they are in-correct or comparing their understanding to another’s. They are being seen and appreciated for who they are in the essence and not what they can produce that fits an ideal or belief of ‘average performance and grades’. Who wants to be held as ‘average’, this is so stifling and limiting for developing true expression.
This is such a great point Anonymous. Every part of the day or process requires equally loving attention to be with it. I discovered the same with having to have new clients sign a consent form for the insurance and Practitioners Association I am with. This is all part of the process and it works very well to honour and appreciate this more ‘admin’ type aspect as much as what happens in the healing room – every moment is healing.