In my class – a group of 4 – 5 year old learners here in China – English as a second language, we are exploring the topic of health.
We have so far discussed ranging ideas, including food, sleep, hygiene, playing and doing things you enjoy, and even using your senses and staying safe.
This week, we have brought in books as a resources, with students searching books for pictures they think are related to health in some way, then using materials to recreate it. In this sense, the activity gives the opportunity to practice research skills, but then also fine motor skills, resource use for creation, attention to detail and some creativity as students will be able to use their own ideas in the recreation.
Important here however, I made an example to show first. I chose a picture from Eric Carle’s, “A Tiny Seed”, in which a boy is giving the flower he has picked to his friend.
I emphasized the love, friendship and kindness being shown and then asked if the picture was healthy.
However, I did not get the answer of agreement. One student immediately stated, “You take the flower away from it’s home.” Another added, “The flower is very sad.”, to which another said, “It will die.” Yet another student said, “Please turn around. It is very bad for this.” She was pointing at the Earth behind me, indicating that picking the flower is indeed very unhealthy for the health.
For another example, I had found a picture in the book, ‘Backyard Bugs’, by Jill McDonald, with ants carrying food together, and featuring a slice of watermelon. I noted, “This is healthy because there is watermelon, which is healthy, and the ants are working together and helping each other.” One of my students then added in, “But maybe a watermelon is not healthy because it is very sweet and is not good for your teeth.”
So what can be made of this?
It was “supposed” to be just an example to present to students before they began their work.
Even when presenting an example, by allowing some questions for students to express opinions, I ensure that the door was continually open for critical and independent thinking, as well as reflection, and even communication practice in the second language as students expressed their ideas.
With regards to the giving of the flower, there was also the opportunity brought about to discuss the deeper concept that things can be thought about and interpreted in different ways – my students had been thinking with a different interpretation to me, and there is nothing wrong with it – there is clear reasoning to both. There can be a broad range of interpretations.
Even if students hadn’t agreed that what I had chosen as a healthy picture was healthy, did this mean it had “failed” as an example? Unlikely. When students then went ahead to do the activity, they found a range a very large range of pictures in books that they could describe as being healthy with clear reasoning, including many in more subtle ways. Students had still seen what they needed to think about and do. If anything, the discussions we had related to my example, may have supported, as students were sparked to be thinking more deeply about the concept.
So, then, always remember the importance of allowing student opinions and some brief discussion to motivate and encourage free and critical thinking. Celebrate it when their is some difference of opinion. On one hand, this is an opportunity for everyone to think more deeply. On the other, it is also one for us to think more openly and acknowledge, praise and respect diversity of ideas.