My small extended family, there are just 10 of us, blazed through 12 dozen homemade cookies in three afternoons. Home for the holiday, my mother, my daughter, and I bake for pleasure, to help the house smell good, and to pass on important family traditions. The cookie baking extravaganza has now extended into day 4. The demand for more cookies might be triggered by the smell of chocolate, peanut butter, and sugar wafting throughout the house, back porch, and driveway. Or, it could be gluttony. It’s a holiday; calories don’t count, right?
In her new red and green pjs, AS wakes up raring to go. Jumping up and down in the kitchen in her new polka dot apron, she asks “How many cookies will we bake today, Mama? How many? How many?”
I hold back a sigh and try not to drop my head; I am tired. I have turkey, dressing, ham, and several casseroles to prepare to carry on our traditions, and I am experiencing cookie overload. I muster my best smile and say, “We need to bake at least 4 dozen cookies. Uncle Jack is coming today, and you know how much he loves your cookies.”
It is our 4th day of cookie baking. Once again, by popular request, we were making Reese’s peanut butter cup cookies. We make peanut butter cookie dough, roll it into balls, and cook them in mini muffin pans. As they come out of the oven, we press mini Reese’s peanut butter cups into the center of the cookies. Delicious.
It is day 4 of this algorithmic work. The learner is still excited, curious, and engaged. Am I? Do I feel the same engagement, or am I bored and ready to move on?
For the first 2 dozen, I make the batter, and three generations work together in concert to roll the cookies into balls. The tins come out of the oven holding peanut butter goodness just waiting to receive the Reese’s peanut butter cup candies. Together, my mother, AS, and I press the candy into the cookies as they come out of the oven. I can still picture my grandmother’s hands doing this work with my mother and me.
Apprenticeship as learning is so important.
I am struck by the lessons my sweet 6-year old, AS, is teaching me about learning with my students. How often do our students watch us do the work to solve the problem or answer the question and pitch in at the last step?
Baking the second 2 dozen is a very different story. Thanks to my mother, AS her very own measuring spoons, spatula, and mini muffin pan that bakes 1 dozen muffins. Empowered now that she has her own pan, she takes charge. It would have been so much faster for me to roll the cookies. But, no…her pan; her cookies. Her mantra: “I can do it myself!”
So, I watch, wait, and coach. I try not to cringe. I hold my comments so that I do not undermine her independence and confidence. Too small, the balls will be difficult to press candy into after baking in the oven. Too big and they will blob out on the pan during baking. Patiently, I ask, “I wonder, honey, if the peanut butter cup will fit into that ball once baked. What do you think?” She fixes most of these problems with a little coaching from me.
Isn’t this happening in our classrooms? It is so much faster and more efficient for the teacher to present the material. We can get so much more done in the short amount of time we have. But, how much does the learner “get done” or learn? When efficiency trumps learning, does anyone really have success? How do we encourage “I can do it myself!”? How do we find the self-discipline to watch, wait, and coach?
As she demands more independence, her confidence grows. Can you believe that she would alter my recipe for the first 2 dozen cookies? As our second dozen bakes, I press the peanut butter cups into my cookies. Miss I-Can-Do-It-Myself decides that Hershey kisses will be just as good or better. With no prompting (or permission) she creates a new (to her) cookie. She has Hershey Kisses, and she wants to use them.
Worth repeating: “As she demands more independence, her confidence grows.” When we intervene too soon, are we stripping learners of their confidence and independence? Are we promoting productive struggle? Do we let them grapple enough?
Does it really matter which method a learner uses to solve a problem or answer a question? Isn’t it okay if they use the distributive property or an area model to multiply? Does it really matter which method is used to find the solution to a system of equations? Shouldn’t they first find success? Don’t we want our learners to understand more than one way? Is our way always the best way?
Is AS pleased with herself and her creativity? You bet. Are her cookies just as good as the original recipe? Sure! How can you go wrong combining chocolate and peanut butter?
We must applaud the process that learners use to solve a problem or respond to a question. We must praise them when they try something different. We must promote and encourage risk-taking, creativity, and problem-solving.
We must find the self-discipline to be patient while learning is in progress, to watch, wait, and coach. We must embrace and promote the “I can do it myself!” attitude.
The self-discipline to wait, watch, coach was originally published on Dec 26, 2010. This revision is inspired by what we are learning in Embolden Your Inner Writer.
I am grateful for the thoughtful, challenging, advancing feedback from Marsha Harris, Amanda Thomas, Kate Burton, Becky Holden, Cathrine Halliburton, and Lauren Kinnard.
It really does matter to be willing to take a risk as we begin to find our way to understand. Thank for helping us to remember.