Removing the "selectivity"

I always knew kids were selectively observant. I'm only 23, so it hasn't been long since my teenage years. I would still qualify myself as selectively observant, though I'm much better than my high school days. I remember going through the motions of eight 50 minute class periods, paying attention to what interested me and tuning out to most of it.

It's easy to forget the selective part and lump students into the "unobservant" category. However, it's dangerous to assume that some students are not paying attention to anything. They may not be paying attention to what I think is important, but that does not mean they aren't making observations.

Take for instance one of my sophomores. Every day I began class with the same routine--agenda up on the board, goals on the SMARTboard, going over everything in the first 5 minutes to make sure everyone was clear on the day's tasks. I usually quickly ran through the agenda, talked about what those things were going to help us learn, and then pass out any assignments (with the same directions and goals at the top). Even though I originally thought this was overkill, beating the kids over the head with the same directions multiple times, without fail one student waited till I was finished to raise her hand and politely ask, "I'm sorry, Ms. U, but what are we doing today?"

I struggled not to let my frustration show. I spent most of the class period frustrated, until the student made another comment that brings me back to my original statement about being selectively observant. At the end of the period, she told me how she liked the dress I was wearing better with the shoes I had on, instead of the boots I wore it with last time. I was floored. This incident occured in April. I wore the dress previously in January. This student pays attention--to things that interest her. I was quick to judge her alleged lack of attention. However, I failed to remember the role that interest plays.

It makes me think back to my undergrad years and the study of Gardner's theory of Multiple Intelligences. While the curriculum may not always interest students, I need to be more intentional about teaching to various intelligences. If all learners' strengths--linguistic, spatial, intrapersonal, etc--are engaged, my students will be more likely to apply that attention to detail to lessons instead of my apparel.