Over the three day weekend Amy and I flew up to Jakarta to stay with some friends of ours. Getting from the airport to their house required a ride with a Grab driver who, seemingly, was very helpful and polite. However, the next morning I received a phone call from a Grab representative inquiring about some extra charges that the driver had added onto our fare (I paid with credit card.) I was very impressed that this huge company was being proactive about something they could’ve easily just missed or decided to ignore. It became clear to me that they’ve spent time anticipating potential problems or trouble areas for their clients and can now respond proactively when situations arise.
Recently I’ve been listening to a really interesting podcast by Craig Barton, a Math teacher in the UK. On the last episode I heard, he interviewed former teacher and author of Teach Like a Champion, Doug Lemov. During their conversation they discussed the idea of planning for misunderstanding, as I was reflecting on my interactions with the Grab representative I realized that this was a very similar situation – Grab had planned for my misunderstanding.
While we’re planning units and lessons for our students it’s important that we take the time to stop and think through their potential misunderstandings before we teach the lesson. By taking the time to process the material from our students’ perspective we are able to proactively trouble shoot the challenges our students may face as learners. By anticipating potential problems we move from being responsive teachers to proactive facilitators of learning, a huge step forward on behalf of our students.
Over the next two weeks you’ll be very busy writing comments, marking assessments, and providing quality feedback to your students. However, when it comes time to think about those first units of semester two, take some time to plan for misunderstandings. Grab had the foresight to realize that extra charges added onto a ride need a little investigation and dedicated time and effort to ensure that my experience was the best it could be. What can you do as an educator to make the experience of learning in your classroom the best it can possibly be for your students?
Planning for misunderstandings might just be the most effective strategy you can use to help your students, take the time to do this before teaching a lesson.