Coming to our senses

Teaching Pre K-8, Aug/Sep 2001 by Carter, Paula

The right words, combined with a memorable sight, sound, smell, taste or texture, can make the difference of a lifetime

At age 12, I could do a side stroke. I could do a crawl stroke. But the butterfly stroke just about killed me. When I came up sputtering at the finish line, my swimming instructor offered me her hand, pulled me out of the pool and said, with great seriousness, "You aren't the best swimmer, but you have stamina."

I didn't know what "stamina" meant, but the word stuck in my mind because she had said it with such sincerity. I thought, "I don't know what that is, but I think it's good." When I got home, I looked up the word in the dictionary. That teacher introduced me to a word- and a concept about myself- that is still with me today.

Sensory assistance.

New understandings can come at unexpected times, in places not always thought of as "academic environments." Great learning comes through the five senses, in such situations where natural elements play their silent parts. A concept solidifies. It becomes part of you. It cannot be separated from who you are.

One of the greatest things I learned about myself- the fact that I have perseverance - came to me in a steamy, indoor, chlorinated swimming pool. The water did not say a word; I only felt it. The chlorine said not a word; I only smelled it. The teacher's eyes said nothing, yet I saw her honesty. The touch of her hand grounded in me the words that she said. This teacher brought me to the realization that, whatever talents I might lack, I had stamina!

The teacher not only pointed out this strength, she named it so that I could cultivate it within myself. It's stronger today because of the resounding message she gave me on that day. It didn't happen in a classroom, yet, this knowledge has helped me in every challenging journey that I've ever made. Her words still come to me whenever I begin to feel exhausted or "in over my head."

Resonant experiences.

The actions and words of our past teachers have had powerful effects on us. Many of the words we remember have come in conjunction with powerful sensory experiences. That is why it's important to expose children to many different sensory experiences while we're teaching. We cannot know which of them will help to make our words "stick" with our students. Will it be the rich dirt in the garden? The cool, smooth feel of piano keys under their fingers? The smell of paint on their brushes?

I strive to give my students experiences that will ground in them the words that I speak. Then, I try to make sure that the words I speak are the ones I want echoing in their heads for many years.

Paula Carter teaches in a 1-2-3 multiage classroom at Bernice Mathews Elementary in Reno, NV.