The Art of Teaching Judgment: Navigating Those “What Would You Teach?” Moments
Every teacher has faced it. That sudden, unexpected classroom moment that throws your carefully planned lesson off the rails. Maybe it’s a heated disagreement between students bubbling over. Perhaps it’s a sensitive question about current events you weren’t prepared for. Or it could be a student’s surprising misunderstanding that reveals a gap you hadn’t anticipated. Your mind races: What just happened? What do I do now? But the most critical, underlying question is often: “What would you teach in this situation?” This isn’t about the planned curriculum; it’s about the unplanned curriculum of judgment, critical thinking, and navigating complexity.
Beyond the Lesson Plan: Recognizing the Teachable Moment
These situations feel disruptive because they are disruptive. They challenge our sense of control and preparation. Our instinct might be to shut it down quickly – restore order, deflect the question, or correct the misunderstanding superficially. But often, these very moments hold the richest potential for deep learning.
Jamal’s Meltdown: Jamal, usually quiet, suddenly erupts at Sarah for “stealing” his idea during group work. The obvious lesson might be about sharing credit or using respectful language. But what if the real teaching opportunity is about emotional regulation? Can you pause the group task and guide Jamal through identifying his feeling (frustration? feeling unseen?), naming it, and exploring calm-down strategies? The “what” you teach shifts from group dynamics to personal emotional management skills.
The Unexpected Question: During a history lesson on migration, Maria asks bluntly, “Why are people so mean to immigrants? Isn’t it like what happened to my grandparents?” Panic might set in. Do you have all the facts? Is this appropriate? The teaching moment here isn’t necessarily delivering a perfect lecture on complex geopolitics. It might be about critical inquiry and perspective-taking. You could teach how to frame thoughtful questions (“What factors might make people fearful?”), explore reliable sources to find answers together, or practice respectfully listening to different viewpoints, including Maria’s personal connection. The “what” becomes process over content.
The Glaring Misconception: You’re reviewing photosynthesis, and Liam confidently states, “Plants eat dirt, that’s how they grow.” Correcting him outright shuts down his thinking. The deeper teaching opportunity? Scientific reasoning and evidence. You could ask, “What makes you think that? Let’s look at what we know…” and guide a mini-investigation: “If plants ‘ate’ dirt, would the soil level in a pot decrease over time? What do we observe?” You’re teaching how to challenge assumptions and build knowledge based on evidence.
Shifting Gears: From Content Delivery to Skill Cultivation
So, how do we pivot effectively when faced with these “what would you teach?” moments? It requires flexibility and a toolkit focused on process:
1. Pause and Observe: Don’t rush. Take a breath. What’s really happening? What’s the emotional temperature? What specific skills or understandings are being challenged or could be developed?
2. Label the Moment (Mentally): Identify the type of learning opportunity. Is it about conflict resolution? Ethical reasoning? Critical thinking? Metacognition (thinking about thinking)? Clarifying this helps you choose your approach.
3. Choose Your “What”: Based on your observation, decide the primary skill or understanding you want to address right now. It might be:
Communication: Active listening, “I” statements, respectful disagreement.
Critical Thinking: Questioning assumptions, evaluating evidence, considering multiple perspectives.
Problem-Solving: Brainstorming solutions, evaluating consequences, collaborative decision-making.
Social-Emotional Learning: Self-awareness, empathy, managing emotions.
Metacognition: Reflecting on one’s own thought process or learning.
4. Facilitate, Don’t Dictate: Your role shifts from lecturer to facilitator. Use open-ended questions:
“What do you think is happening here?”
“How might [Person X] be feeling? Why?”
“What are some different ways we could handle this?”
“What evidence supports that idea?”
“What could we do differently next time?”
5. Connect (If Possible): Briefly link the impromptu lesson back to the original topic if a genuine connection exists. (“This discussion about fairness reminds me of the concepts of justice we saw in our novel…”). But don’t force it. The spontaneous skill might be valuable enough on its own.
The Three Lenses: What, How, and Why
When deciding “what” to teach, consider these lenses:
The Immediate Skill: What specific, actionable skill is needed right now to navigate this situation constructively (e.g., calming down, active listening, brainstorming solutions)?
The Underlying Concept: What broader understanding or habit of mind does this situation illustrate or require? (e.g., empathy, cause-and-effect, ethical responsibility, the nature of evidence)?
The Long-Term Goal: How does addressing this moment contribute to the kind of thoughtful, resilient, ethical learners you aim to develop?
The Student Perspective: What Are They Learning?
Crucially, in these moments, students aren’t just passive recipients; they’re acutely aware of how you navigate the situation. They are learning:
How adults handle complexity and uncertainty. Do you panic? Shut down? Or model thoughtful problem-solving?
What values are prioritized. Is fairness paramount? Respect? Truth-seeking? Emotional safety? Your actions speak volumes.
That their questions and experiences matter. When you engage thoughtfully with their unexpected contributions or struggles, you validate their voice and agency.
That learning isn’t just about pre-packaged facts. It’s about grappling with real-life ambiguity and developing judgment.
Equipping Yourself (and Your Students)
These moments are challenging because there’s rarely one “right” answer. Success lies in developing your own judgment about where the learning potential is deepest. Build your repertoire of facilitation strategies and questioning techniques. Cultivate a classroom culture where respectful dialogue and making mistakes while learning are encouraged before a crisis hits. Talk to colleagues – share stories and strategies. Reflect on your own responses: What worked? What could be different next time?
Ultimately, the question “What would you teach in this situation?” is a profound one. It asks us to move beyond the script and engage authentically with the complex, often messy, reality of human learning. It demands that we teach not just what to think, but crucially, how to think, feel, and act with discernment in the unpredictable moments that truly shape us. The best teaching often happens when the lesson plan goes out the window, and we have the courage to ask ourselves that pivotal question and embrace the rich, unplanned curriculum it reveals.
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