July 27, 2012
Children make you want to start life over.
-Muhammad Ali
In her article in the Beginnings Workshop article collection, “The Intentional Teacher,” Ann Epstein observes that the intentional teacher needs to balance both child-initiated and adult-directed activities.
Intentional teachers support child-guided learning when children:
Investigate how things work by actively exploring materials, actions, and ideas
Establish relationships on their own
Turn to one another for assistance
Are motivated to solve problems on their own
Are so focused that adult intervention would interrupt them
Challenge themselves and one another to master new skills
Apply and extend existing knowledge in new ways
Intentional teachers use adult-guided learning when children:
Are unaware their actions may be unsafe or hurtful
Have not encountered materials or experiences elsewhere Cannot create systems of knowledge (e.g., letter names)
Are not aware of something likely to interest them (e.g., the smell of flowers)
Do not engage with something they need for further learning (e.g., shape names in geometry)
Ask for information or help, especially after trying several unsuccessful solutions on their own
Teacher chingmei.kids. 
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