There is a secret to effective teaching very few teachers are aware of.
It’s so secret, in fact, that I’ve never heard anyone speak of it.
As far as I know, it’s never been written about.
It’s never been touted by instructional coaches or been the subject of professional development trainings.
It’s as if it doesn’t exist. In fact, the most common advice is its polar opposite.
I’ve mentioned it myself in a few previous articles.
But only in passing.
Yet, it’s so powerful that it can result in massive student growth and improvement. It’s something you do—or rather, don’t do. It isn’t difficult to set in motion, but it does take discipline, situational awareness, and a bit of subtlety to pull off.
The way it works, however, is simple.
The split second you recognize your students doing what you want or asked of them, you clam up and allow them to experience success all on their own.
It doesn’t matter what they’re doing. It could be silent work. It could be a group discussion. It could be a routine, a procedure, or a direction being followed.
Whatever it is, when your eyes and ears tell you that they’re fulfilling your objective, you immediately toggle into observation mode. In fact, to be most effective, try to disappear from their awareness.
Using no sudden movements, slowly ease back and away from your class. Once you reach a distance from which you can observe every student, stay silent and in one place until the task is either finished or no longer successful.
Of course, for the strategy to work, you must be clear in your own mind about a.) what precisely you want from your students and b.) what success looks like.
This underscores the importance of teaching and modeling explicitly and then checking thoroughly for understanding.
You must never send your students off on their own unless they’ve proven to you that they know what is expected. In this way, you give them the greatest chance for success and allow yourself the freedom to slip out of the picture.
The reason the strategy is so effective is that whenever students experience success without interference, they gain deep confidence in themselves and their own abilities.
They’re also given the room they need to lose themselves in the work—otherwise known as flow state—which is not only extremely enjoyable, but a place where the fastest growth and improvement take place.
It’s critical, however, that you’re disciplined enough to bite your tongue.
This is tough for many teachers who are in the habit of interrupting, reminding, narrating, and adding their two-cents worth.
As teachers, we’ve become conditioned to always be “teaching.” We’ve been brainwashed by the powers that be into believing that good teaching looks busy.
But to make this potentially game-changing strategy work, you must purge yourself from this falsehood. You must realize that the more space you give your students to overcome challenges and experience success on their own merits . . .
The more they’ll succeed.
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Hi Michael,
Thank you for this article. I have a question about modeling and waiting until everyone knows what to do. Often there are students who “get” what to do right away and it is apparent that if I’m modeling it over and over again (or having students come up and model), they get frustrated and bored. Still, many in the class are not completely clear and need more modeling before doing independent work. Suggestions for a balance?
Giulietta, last school year I had some of the highest students I’ve ever taught in the same class with some very low special education students. I teach 5th grade math. I began thanking my students who had the concept for being so patient while their peers got more practice. I would mention we all get new concepts at different times and it was so kind of them to be patient. When we started individual practice, I allowed students to help each other. I love sitting back, as in the article, and watching them compare their answers and discover an error and find the problem! The times they just copy the smarter person’s answer are much less than you might think! When an administrator catches me, which has happened more than once, I tell them exactly what’s happening and brag on the students!
Hi Giulietta,
This is why it’s so important to get them up and modeling too. I’ve written about this in the past but will cover it again in the future.
This past Friday ALL of my students every period achieved the flow. It was beautiful to watch and allowed me get into my own flow and organize the current of work flowing in!
To disappear is so powerful. A true teacher knows the art of disappearing.
I’ve been working on this thanks to you. I feel “lazy” sometimes but if I’m not jabbering at the kids they can work. I of course am scanning for kids who aren’t seeming to get it but the less I talk the more they can work.
I know this works with my high school students!
Good one. Want to know more about group work dynamics and practices.
Thanks for your article. As I consider about what is behind my frequent intrusions, I think it comes down to nervous energy and misconceptions about the need to be constantly and actively teaching. I feel like I am always on stage and performing for the kids. They are five/six years old and I need to be animated to keep their attention. (especially when they are used to being constantly entertained by their devices). But I over cue and over praise in efforts to be positive and supportive. When we quiet down our own ego a bit, we can give them space to grow more independence and confidence. Thank you for your insights, you always give me a lot to think about. On a different note…I am in a school that forces me to use the clip chart (I get drop in observations and I have to send in my data to prove I’m using it). It’s school wide and mandatory. I cannot emphasize enough how much I resent this. I’d love your advice on how to navigate this untenable situation. (maybe find a new position?)
Hi Shelly,
Clip charts are already on the list of future articles. 🙂
I look forward to reading them! Recently there was a behavior party for the kids who didn’t get excessive clip downs. Fun for them. But the ones who didn’t get to go to the party were forced to sit on the sidelines and watch everyone else have all the fun. Seems so punitive and negative. Builds resentment. I know kids need to learn consequences and be held responsible but this is not the way to do it. I resent that this is mandatory school wide program.
What about administrators’ perceptions though? I used to teach an alternative self-contained class for high school students with behaviors. The students couldn’t stand each other, so I decided to design self-paced modules in which everyone could work by themselves at their own pace. Part of the module included conferencing with me at the end to reflect on learning, and discuss areas where help still might be needed. Everyone was happy except for the admin who walked in the room and saw me at my desk while everyone was working quietly. He insisted I had to be up in front teaching and that they had to be working as a group. Sigh….
What if you ask, “raise you hand if you don’t understand,” and someone (usually just one person) raises their hand. When this happens it seems like they’re just raising their hand for the sake of raising their hand and are less interested in really trying to clarify something. I usually just ask a volunteer to say in their own words what was said. Is that what you do too or do you have other ways to help clarify? Thanks!
Hi R,
I’ve written about how to ask a negative in such a way that puts the onus on the student and discourages such things, but I’ll be sure and revisit the topic.
Read the work of Maria Montessori for more in this. This is exactly her philosophy. Prepare the environment, instruct only as much as is necessary to orient students to the learning or materials and then observe and coach lightly as needed. Flow is present daily in classrooms where teachers don’t make themselves the center of the learning.
I taught for many years in public schools and have been a principal for fourteen. Invariably when I witness deep student engagement and authentic learning the teacher is not at the center. They have set up the conditions for learning and then stay at the side to assist only after wise observation dictates coaching.
Hi Laura, maybe talking to him first up at the beginning of the unit/year and discussing your plan and intentions and rationale. Tell him to drop in towards the end when you are conferencing and also he could gather student voice.
I soooo appreciate someone validating what it means to step back and observe your class doing what you’ve asked them to do. I teach First Grade, and although those moments have been rare, they have been there. If my class can work on their own without me, I consider my teaching a success!
Thanks largely to the encouragement and “hand holding” from Smart Classroom Management, I have been able to blend into my Middle School students’ surroundings and even, at times, “disappear” for them, while still being a watchful guardian of their learning. It is an absolute thrill to see them so excited about their success. True leadership gives others the chance to use their talents and accomplish goals together. Thank you for helping me become the classroom leader I always wanted to be!
It’s truly my pleasure, Davina! I’m so glad to hear it.
Hi , your suggestions are great. I teach all ages but I have the most trouble with ESL Preschool children. Do you have any suggestions
Thanks
Not with the time and space I have here, but I’ll consider how I might be able to slip some into a future article.
Dear Michael,
Thank you very much for this post. It is an inspiration, as always. I have a question on a concept that you have stressed in your books and on this blog:
On this blog and in your books, you always state that we can start over anytime, even if we have been inconsistent. This advice has been very empowering, and I have really appreciated it. I have unintentionally been inconsistent (took my eyes off the students, as you call it, in the heat of lecturing–but over a few weeks). I was also partially a subject of a smear campaign by students (teenager online group which blames me for being mean, racist, favoritist, and liar–I am of a different race than the group I teach). To top it all, I was also unintentionally interpreted as going back on my word: my last quiz instructions were not clear, and students blamed me (behind my back) for intentionally tricking them to keep their grades low. There are just 3 weeks of the semester left but I don’t want to give up. My question about starting over: Is open apology, a statement of starting over necessary each time or could we just resolve and move on? In your writings, you suggest to start with an apology. In this situation, I feel like an apology would blow things out of proportion and in the context of smear campaign give credibility to the false accusations.
I would appreciate your advice.
Hi Sara,
Because it’s such a sensitive situation, I’d definitely have to speak with you before offering specific and reliable advice. There is a cost involved but I do offer personal coaching.
Thank you for sharing your secrets with us. They are precious nuggets and I gulp them down as fast as I possibly can!
Thanks for sharing the information..
When the student is ready, the teacher will disappear.
– my favorite misquote
I teach music including high school band. I love those rare moments when the students are so focused, when the music comes alive and transforms the musicians into a single, complex entity. Sometimes when this happens, I just step quietly step off the podium and walk aside as they continue their magical transformation.
Thanks, Michael! I completely agree! I teach high school history. My students typically have the last 30 minutes of the 55 minute class (after attendance, short presentation or read-aloud by me, and whole class discussion) to work. They may work independently, in pairs, or in small groups. Depending upon the class, it takes 2-4 minutes for them to settle into “the zone,” but once they do, I shut up! I sit on a high stool so I can see the entire class, and my eyes are constantly scanning, but I am sitting still and quiet!
A few times I have made the worst mistake possible–piping up and saying something utterly stupid like, “Wow! I really appreciate how hard everyone is working!” Each and every time, the noise level immediately went UP and nearly everyone got off-task. I had broken “the zone.” I haven’t done that for quite a while now, which hopefully means I’ve learned my lesson! 🙂
You’re welcome, Debbie! Way to go.