When I was in college, majoring in Education, I recall many courses that more or less were “Methods of Teaching”. The main purpose of these courses was to convince us that teaching was more than standing in front of a class and spewing out information we knew and thought the students didn’t. It turns out to be true. There is much more to it than that and probably the worst teachers are those who fail to get the students involved in the process.
Personally I found that things I learned in those courses were also helpful as a parent. I often ran into something like this:
“Daddy, do you know how much a dozen cookies cost?”
I would say, “Yes and I could tell you but let’s start with what we do know and see if we can figure it out together. Do you know how much the cost of one cookie is?”
“Yes. It’s 10 cents.”
“Good. Now do you know how many cookies there are in a dozen?”
“I think it’s 12.”
“Yes, very good, it is 12.
Then I might say, “Do you know how much 2 cookies would cost?”
“Yes, 20 cents.”
“And 3 cookies?”
“30 cents”
“Now, how did you know that?”
“I times-ed it. 3 times 10 is 30.”
“Good. Very good. Now, using that same method, how would you find how much 12 cookies cost?”
“Times it by 12?”
“Very good”
In spite of the fact it would be much easier to just provide an answer, using this method will enable the child to calculate the cost of a dozen cookies for the rest of his or her life.
I have found there are many times this approach can be used in the adult world too. Just last week I was stopped by a policeman. He came to the car and asked, “Do you know how fast you were driving?”
As a result of my experience I confidently replied, “Yes, I do and I could tell you but let’s start with what we do know and see if we can figure it out together.”
The Old Professor
Carmel, CA
December 28, 2008