Though I teach lower grades (ages 9-10 yrs) I often run into teachers of senior classes. One thing they have said more than once is, how older children don't seem to write enough in their exam papers. Children either don't see the need to explain themselves or lack the capacity to do so. I am of the opinion that they lack the capacity to explain, express, elucidate, support, define, reference, articulate or elaborate their thoughts (if you see my point). Further, if children can't explain well, then how do we know if they have really understood it. This may have roots in how we teach them in the lower classes.
We teach a topic and ask them to read the chapter and write answer. This is basically a cut-and-paste exercise. Sometimes we may even question them in class. And to avoid any further trouble, we unconsciously select those who are likely to answer it correctly. There is of course one correct answer - the text book answer. Once a text-book answer is given the game is over. So where is the space for expression, explanation, elucidation, articulation and elaboration. Year after year of this practice is partly why children may become dysfunctional when the time comes to writing long answers.
Children need to come-up with a variety of answers. Even same answer could be put in a variety of ways. There is no such thing as "The Correct Answer". Another child may put the same answer so wonderfully. The game is never over here. The answers get progressively more articulated as many children answer. The answer combined from all these variations and nuances is often correct and better than the text-book answer. Children need to listen to all these variations and synthesize their own answer from all these answers. This is an essential route if they are to have the power of expression
When I ask a question, I tell the class that there is no wrong answer to this question. There are many different ways to express the answer. Then I ask kids to tell me in their own words (usually in one-girl-one-boy sequence). Typically, I gather 10-12 answers before I ask them to combine these and write as one answer. So this is what we should do. Ask fewer questions, but spend more time in gathering answers from many children. Then ask children to combine an answer and write that down.
This obviously develops expression and listening. Also I find that children enjoy this more than just writing text-book answers, because they participate in it and they are thinking on their own. Further, this is less taxing for a teacher - you just have to listen and high-light children answers ! You are only a moderator of the discussion rather than dictator of text. And children write their on version of correct answers.
If we were to follow this in all grades, then children will develop ability to express themselves with flourish, flow and nuances.
We teach a topic and ask them to read the chapter and write answer. This is basically a cut-and-paste exercise. Sometimes we may even question them in class. And to avoid any further trouble, we unconsciously select those who are likely to answer it correctly. There is of course one correct answer - the text book answer. Once a text-book answer is given the game is over. So where is the space for expression, explanation, elucidation, articulation and elaboration. Year after year of this practice is partly why children may become dysfunctional when the time comes to writing long answers.
Children need to come-up with a variety of answers. Even same answer could be put in a variety of ways. There is no such thing as "The Correct Answer". Another child may put the same answer so wonderfully. The game is never over here. The answers get progressively more articulated as many children answer. The answer combined from all these variations and nuances is often correct and better than the text-book answer. Children need to listen to all these variations and synthesize their own answer from all these answers. This is an essential route if they are to have the power of expression
When I ask a question, I tell the class that there is no wrong answer to this question. There are many different ways to express the answer. Then I ask kids to tell me in their own words (usually in one-girl-one-boy sequence). Typically, I gather 10-12 answers before I ask them to combine these and write as one answer. So this is what we should do. Ask fewer questions, but spend more time in gathering answers from many children. Then ask children to combine an answer and write that down.
This obviously develops expression and listening. Also I find that children enjoy this more than just writing text-book answers, because they participate in it and they are thinking on their own. Further, this is less taxing for a teacher - you just have to listen and high-light children answers ! You are only a moderator of the discussion rather than dictator of text. And children write their on version of correct answers.
If we were to follow this in all grades, then children will develop ability to express themselves with flourish, flow and nuances.
