Becoming an Emotionally Intelligent Teacher by Powell William R.;Kusuma-Powell Ochan; & Ochan Kusuma-Powell

Author:Powell, William R.;Kusuma-Powell, Ochan; & Ochan Kusuma-Powell
Language: eng
Format: epub
ISBN: 1051650
Publisher: Corwin Press
Published: 2010-08-15T00:00:00+00:00

PAUSING

Pausing comes to us from the work of Mary Budd Rowe (1987) on “wait time.” She suggested that if teachers wait between three and five seconds after asking a higher-level question, three things tend to happen. First, students tend to respond in full sentences as opposed to single words and phrases. Second, reluctant participants tend to be more willing to contribute to class discussions (in some cases this may be children who process more slowly and need the extra time). And third, the level of deep critical and creative thinking increases dramatically.

Pausing in the classroom or in professional discussions slows down the number of frames per second of a conversation. It sends the important message: I am thinking about what you have just said. It also sends the message that thinking in this conversation is permissible and even encouraged. Neither of us are required to have prerehearsed or preconceived ideas. In the West, we often mistakenly equate the speed of a reply with intelligence. This is not the case in many non-Western cultures.

Pausing is an emotionally intelligent behavior in that it serves as a powerful preventative to personalized conflict. When we recall a conflict experience, we will often perceive an escalation of the speed of the interaction. Person A says something. Person B responds instantly. Person A responds so quickly as to interrupt Person B, and so on, until someone regrets something that is said or words are misinterpreted by the other. Pausing prevents the escalation of rapidity.

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