So I have written about perspective before, https://edtechease.com/2020/02/02/perspective/. In that blog piece I touched on how I use perspective in school. But I have been thinking more about perspective the last few weeks. It came fully to my attention this week when talking to a student’s parents. They told me how their daughter was feeling about her class. I did not agree with how the student was relating her experiences in class. But I stopped myself from arguing and instead said “her perception is her reality.” And this is true. Regardless as to how the teachers are approaching supporting this student in class, if she is not feeling this support, then the support is only partially working.
Often, perspective comes into my office when I have two (or more) students who visit because of a conflict. My procedure is to give each student the opportunity to talk uninterrupted. My hope is that the other child(ren) will hear the perspective of the child talking. Usually, I need to guide all the children in “seeing” and acknowledging the other perspective(s). But learning to look at other points of view takes practice and patience. Practice for students and adults. Patience by me, teachers, and other adults.
For those who follow me on Instagram (@edtechease), I routinely look for, and post, book recommendations. Recently on Instagram, I saw a post that included a variety of books and Duck! Rabbit! by Amy Krouse Rosenthal & Tom Lichtenheld was one.
I was intrigued and ordered it. I was a bit disappointed when I received it because it was a board book. In my experience, elementary students equate board books with preschool and will dismiss the book. That was not what I had intended when I bought it. But just looking at the cover, I changed my mind (and perspective). This would be great to project at a faculty meeting to start a conversation about perspective! I will confess to first seeing the Rabbit. But with an adjustment to my eyes (and my perspective) I saw the Duck. After school one afternon this past week, I had it on my desk and when another admin’s daughter came by, I asked her what she saw. She said the Rabbit. I asked her if she could see something else and she said no. With some conversation and direction, she did see the Duck. Her little Kindergarten sister walked by and when asked, she saw the Duck first. With some hints to where to look for the ears, she saw the Rabbit. Finally, we asked the oldest sister and honestly as I write I do not remember which she saw, but it did take some time for her to see the other one. In fact she read several of the pages before she changed her perspective enough to see the other character.
These encounters with the book just confirm my thoughts on using this as a Literature Lasso. A book to lasso teachers’ and students’ attention to the idea of perspective. Then discuss perspective taking from a neutral, non-personal direction. I will continue to tryand see student’s perspectives as well as my colleagues. Because as I said, this takes practice and patience.
Looking for other Literature Lassos? Check out my Padlet: https://padlet.com/swladis3/xh6aytbp3ht or follow me in one of the ways below.
Let me know how you discuss perspective or use perspective when talking with students.
@edtechease (Twitter and Instagram)