"Concentration and
distractibility are particular sensitive indicators of a variety of conditions
affecting children. Highly
concentrated activity suggests that the child's finding satisfaction and
challenge in a task.
Distractibility suggests trouble of some kind, social, psychological or
whatnot."
~Jerome Bruner, Under
Five in Britain
Zach
began the 18th hole of miniature golf. Twelve-year-old Zach was ahead, and one under par. A wager of a pizza with my husband was
in the balance. Zach stayed
focused and won the match by two strokes.
There
should have been fireworks. The
band should have played a Sousa march.
The mayor should have presented Zach with keys to the city. Why?
Because
I had finally observed Zach having concentration and independence, two traits
needed to be a fully functioning person.
I say finally observed, since I have known Zach since he was six years
old and in my classroom. To say he
was motivated to do school work would be an understatement. Zach needed constant supervision and
encouragement to finish simple tasks.
It would take him all day to finish six math problems, or write ten
sentences. A mule stuck in the mud
would have shown more independence and concentration than Zach.
Now
I witnessed the independence and concentration that would serve him well for
rest of his life. I was elated. Overjoyed.
Children
who are having trouble developing independence and focus in their activities
usually drive the adults around them to distraction. These children though, need to be directed to activities
that hold their interest and attention.
(Sorry, television, computer and video games don't count.) From a glimmer of interest and
attention, concentration builds.
Zach showed interest in singing, doing plays, designing props, drawing,
gardening, fossils and animals, so I tried to incorporate these interests into
his academic work. Pure academic
work did not hold his interest.
Five-year-old Bradley had begun to read short phonetic words. After spring break, he returned to the
classroom unable to sound out the words he had known two weeks previously. Trying to coax him into reading
activities was met with a firm "No, thank you" as he continued to cut strips
of paper from our scissor cutting lesson.
His first day back, Bradley cut strips of paper all day long. At clean up, Bradley asked if he could
take some paper home.
"Fine,"
I agreed, hoping that his mother didn't ask me what he had done all day.
The
next day, Bradley cut paper strips in the morning and afternoon sessions. Day Three, I visited with his mom. "I've never had a student do an
activity like this for three days straight. I'm not sure what to think, but as long as he's showing
concentration, I'd like not to intervene."
Bradley's
mom nodded. "He's come home and
cut for at least two hours.
Surely, he'll want to do something else soon."
At
Day Ten, Bradley had cut through every cutting exercise paper we had. He had cut straight lines, curved
lines, zigzag lines, and spirals.
Day Eleven Bradley entered the classroom, and selected a reading
exercise. Bradley spent the next
six weeks involved in reading and writing exercises with not a pair of scissors
in sight.
What
I learned from Bradley was this:
If you observe children doing purposeful activity independently and with
concentration, let them be.
Observe, and know that they are headed in the right direction, even
though the work might not be what you would choose for them to do.
If
we allow our children to listen and follow their inner teacher, whether it is
playing miniature golf, or cutting strips of paper, we can be assured that the
independence and concentration from one activity will be transferred to
subsequent activities of interest.
As
I watched Zach calmly and coolly birdie that last hole and when I heard Bradley
read hippopotamus, I knew that their concentrated activities in non-academic
work had served them well.
Next
week: To Be a Help to Life