I thought Lauren did a really amazing job as the student yesterday. That was quite a route she took, and she had never seen most of it before. She seemed to do a great job recovering from her mistakes and she moved very well, even when she found something crazy. Walking faster did improve other aspects of Lauren’s travel. She walked straighter, she was lined up correctly at most intersections, and she looked waaaaaay more confident.
I’m still not sure what causes her to ping pong along a sidewalk, like she was along the first block of College. She’d hit an edge, overcompensate, hit the other edge, and overcompensate again. I don’t know how to fix it, other than with practice and confidence building. Lauren was aware of the ping-ponging because she would stop and try to line up on edge. But, since she was a bit flustered, she wasn’t lining up correctly. She stopped once she walked faster, though.
Saying less while teaching worked okay, I guess. I felt much more uncomfortable, but it did give Lauren a chance to show me what she knew. Ideally, she can figure out her own problems until she reaches the frustration point, where I step in and help her think through what she already knows. I think maybe I always jump in too early because I really don’t want her to get to the frustration point, because I know how much it stinks to be there. Plus, when students get too frustrated, there’s not much teaching that can happen. Lauren’s really got some great skills, so I should probably let her show more of them. She gets to build confidence that way. I feel really awkward not talking more often during a lesson, but that might just be my weirdness.
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