The point is, everything teachers do in front of children at this stage of life constitutes meaningful language for them. The actual words that teachers speak are merely part of this language. There are many other unconscious factors lying in the depths of the feeling life that also play a part. For example, the child has an extraordinarily fine perception (which never reaches the sphere of consciousness) of whether a teacher makes up to one or another pupil during lessons or whether she or he behaves in a natural and dignified way. All this is of immense importance to the child. In addition, it makes a tremendous difference to the pupils whether teachers have prepared themselves well enough to present their lessons without having to use printed or written notes, as already mentioned during our discussion. Without being aware of it, children ask themselves: Why should I have to know what the teachers do not know? After all, I too am only human. Teachers are supposed to be fully grown up, and I am only a child. Why should I have to work so hard to learn what even they don’t know?
This is the sort of thing that deeply torments the child’s unconscious, something that cannot be rectified once it has become fixed there. It confirms that the sensitive yet natural relationship between teachers and students of this age can come about only if the teachers—forgive this rather pedantic remark, but it cannot be avoided in this situation—have the subject completely at their fingertips. It must live “well-greased” in them—if I may use this expression—but not in the sense of bad and careless writing (see note). I use it here in the sense of greasing wheels to make them run smoothly. Teachers will then feel in full command of the classroom situation, and they will act accordingly. This in itself will ensure an atmosphere where it would never occur to students to be impudent.
[note: In German, “very untidy writing” is often referred to as Geschmier, a “smear on the page.” The verb schmieren also means “to grease.”—Trans]
We talk a lot these days. Modern humans love, love, LOVE to talk! We encourage our children to talk as much as us adults talk. Sometimes we don’t appreciate the words that invitation creates. Sometimes, children suffer from all the words they hear and are encouraged to speak.
Sometimes, what we say doesn’t match our actions. And actions speak louder than words, right?
Children look up to us as a loving authority and guide.
Are we worthy of imitation?
Are we showing in our actions that we came to this task prepared?
When we aren’t prepared, are we able to pivot and hold the space in a way that has children feeling safe?
Do children leave interactions with us feeling like we’ve got things under control?
Are our words a reflection of our actions?
Just some things to ponder…
(This post is part of a weekly serial started on Michaelmas 2023. To see the other entries, please see the post linked HERE and scroll down to the bottom for individual links)
Until next time,
Marina
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