The Tone of Teaching

1. Cultivating Pedagogical Thoughtfulness and Tact

Pedagogical thoughtfulness is sustained by a certain kind of seeing, of listening, of responding to a particular child or children in this or that situation.

Thoughtfulness in action. Pedagogical thoughtfulness and tact are not mere skills to be acquired, but a way of being with children that sets the teacher-child relationship apart. It involves a deep understanding of each child's unique situation and experiences. This thoughtfulness allows educators to respond appropriately in the moment, making decisions that are in the best interest of the child.

Embodied knowledge. Tact in teaching is more than applying external knowledge; it's an "improvisational preparedness" that comes from cultivating a sensitive attunement to children's experiences. This involves:

• Developing a caring attentiveness to the uniqueness of each child
• Being able to distinguish what is appropriate from what is less appropriate in interactions
• Responding to the subtle cues and needs of children in various situations

2. Understanding the Child's World of Possibility

Children are children because they are in the process of becoming. They experience life as possibility.

Embracing potential. Children inherently view the world as full of possibilities, and this perspective is a gift they offer to adults. By understanding and appreciating this childlike view, educators can:

• Show children possible ways of being and living
• Help children find their own uniqueness and identity through exploration and choice
• Encourage personal growth and self-reflection in both children and adults

Mutual growth. When adults open themselves to children's perspectives, they often find themselves questioned about their own ways of living. This can lead to:

• A renewed sense of hope and possibility in one's own life
• A deeper commitment to personal growth and self-education
• A more authentic and meaningful relationship with the children in their care

3. The Power of Curiosity and Wonder in Learning

True wonderment does not ask a thousand questions. I truly wonder, when the question I ask is returned to me somehow, or when it lingers and envelops itself with a stillness, the stillness of wonder.

Nurturing wonder. Curiosity and wonder are natural to children, but they need to be nurtured and guided. Effective educators:

• Encourage children to live with questions rather than rushing to answers
• Help children develop a deep interest in phenomena rather than mere fact-gathering
• Create opportunities for children to experience awe and reverence for the world around them

Balancing curiosity. While curiosity is valuable, it's important to distinguish between:

• Shallow, precocious curiosity that jumps from topic to topic
• Deep, genuine interest that leads to meaningful exploration and learning
  Educators should strive to foster the latter, helping children develop a sustained engagement with the subjects that truly intrigue them.

4. Seeing Children Pedagogically: Beyond Surface Observations

A teacher is a child-watcher. This does not mean a teacher can see a child "purely" without being influenced by the philosophic view that this teacher holds of what it means to be human.

Holistic observation. Seeing children pedagogically involves:

• Looking beyond surface behaviors to understand the child's total existence
• Considering the child's past experiences, current situation, and future potential
• Balancing engagement and reserve, closeness and distance in observations

Avoiding reductionism. Educators must be cautious of:

• Categorizing children based on diagnostic labels or learning styles
• Relying too heavily on professional jargon that may limit understanding
• Forgetting the uniqueness of each child in favor of generalizations

Instead, they should strive to maintain a nuanced, individualized view of each child, considering their whole being and potential for growth.

5. The Importance of Recognition and Being Truly Seen

Every child needs to be noticed. To be noticed means "to be known" (to notice derives from noscere, to know).

Meaningful acknowledgment. Being truly seen goes beyond mere acknowledgment:

• It confirms a child's existence as a unique person and learner
• It involves recognizing the child's mood, feelings, and expectations
• It requires using more than just visual observation - it's a full-body experience

Practices of recognition. Educators can cultivate recognition through:

• Intentional greetings and farewells that give each child their place in time and space
• Paying attention to subtle cues in a child's behavior or demeanor
• Creating moments of genuine interpersonal contact amidst busy school days

These practices help children feel valued and understood, fostering a sense of belonging and self-worth.

6. Discipline as a Path to Authentic Learning

To create discipline in students, or in oneself, is to create conditions for real learning.

Redefining discipline. True discipline is not about punishment or authoritarian control, but about:

• Creating conditions for genuine learning and growth
• Fostering a willingness to be influenced and to follow great examples
• Developing obedience in the sense of being able to listen and respond to what speaks to us

Embodying discipline. Educators must model the discipline they wish to see in their students:

• Showing a passion for knowledge and understanding
• Demonstrating responsibility and care for the subjects they teach
• Cultivating their own willingness to learn and grow

This approach to discipline creates an environment where learning becomes a natural and engaging process, rather than a forced or punitive one.

7. The Profound Impact of Atmosphere in Education

Every home, every classroom, every school contains a certain atmosphere. The question is not whether there should be a pervasive atmosphere in the school, but rather what kind of atmosphere is proper for it, worthy of it.

Creating meaningful environments. The atmosphere of a learning space:

• Significantly influences children's experiences and perceptions
• Can foster feelings of security, inspiration, or challenge
• Is created through physical elements, interpersonal dynamics, and the educator's presence

Intentional design. Educators should consciously craft atmospheres that:

• Balance the need for intimacy and security with the call to explore the wider world
• Reflect the specific subjects being taught (e.g., an art room vs. a biology lab)
• Encourage reflection, focus, and engagement with learning materials

By paying attention to atmosphere, educators can create spaces that support and enhance the learning process.

8. Embodying What You Teach: The Authentic Educator

A real math teacher is a person who embodies math, who lives math, who in a strong sense is math.

Living the subject. Authentic teaching goes beyond knowing facts; it involves:

• Embodying the essence of the subject in one's way of thinking and being
• Demonstrating a deep love and respect for the subject matter
• Showing students how the subject relates to life and the world around them

Stylizing knowledge. The way educators present their subjects reveals:

• Their personal relationship with the material
• The depth of their understanding and passion
• Their ability to make the subject come alive for students

Authentic educators don't just teach a subject; they live it, breathe it, and inspire students through their genuine engagement with the material.

9. The Pedagogical Significance of Presence

Whether we like it or not, adults cannot help being examples to children, either positive or negative examples.

Being fully present. Pedagogical presence involves:

• Being physically and emotionally available to students
• Demonstrating consistency between words and actions
• Offering students a vision of what kind of life is worth living

The power of example. Educators must recognize that:

• They are constantly modeling ways of being for their students
• Their actions speak louder than their words
• Students are keenly aware of inconsistencies between what teachers say and do

By striving to be authentic, consistent examples, educators can have a profound impact on their students' development and worldview.

10. Fostering Hope and Openness in Education

Having "seen" your children, hope is now present in your life. In living with children, new parents often gain the sudden conviction that the world should—must—continue to exist.

Cultivating hope. In the face of global challenges, educators must:

• Demonstrate active hope for children and the world
• Help students see possibilities for positive change
• Model how to live a life of hope and commitment

Responsibility and openness. Educators have a duty to:

• Show children how to face challenges with resilience and optimism
• Encourage students to engage with the world's problems constructively
• Foster an open, curious attitude towards the future

By embodying hope and openness, educators can inspire students to become active, engaged citizens who believe in their ability to make a positive difference in the world.

Last updated: March 11, 2025