I teach moments, and I float papers to students to do so.
From day-one of the school year, whenever I distribute paper to individual students in class, the students reach out to receive the pages and I give the paper a slight, early push. The paper glides for a moment into each student’s hand. For a while those floating moments go unnoticed, until one day, one of the students will glance up in recognition and delight in the moment we just shared between the giving and the taking of the paper. Other students soon notice, too. Eventually one of the students will say, “Why do you do that, Mr. Dodd?” and at that point I have earned the opportunity to explain.
I tell my students about my high school classmate, Bert Raddock, who taught me the notion, “If you can’t think big, think fast,” which I get them to agree is good advice-especially the “think fast” part. Then I go on to explain to my inquiring students that I float the papers to them to give them a concrete example of hidden moments they really need to use. “In fact,” I tell them, “even if I did not float the papers, there would still be a moment between the giving and the taking of the paper, and the same moment is there when you talk.”
Now here is the point. The students need to identify and learn to exploit that moment between the instant they think of something to say and instant they decide to say it or not. There is always time in there to think and make a decision. Using that “floating”moment of thought takes practice because it is an elusive moment for young minds to recognize, but the paper makes it real. Even some of my second graders get the idea. My fifth graders begin to perfect it.
Once we have had the floating moment discussion in class, I tell them that I do not need to float papers any more, but they usually convince me to continue the float, and I am glad, because it is fun to do, and it reinforces the point they need to remember: Think before you speak.